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OnykiaK.S.R. Bolstad, Michael Vecchione, and Richard E. Young
This tree diagram shows the relationships between several groups of organisms.
The root of the current tree connects the organisms featured in this tree to their containing group and the rest of the Tree of Life. The basal branching point in the tree represents the ancestor of the other groups in the tree. This ancestor diversified over time into several descendent subgroups, which are represented as internal nodes and terminal taxa to the right.
You can click on the root to travel down the Tree of Life all the way to the root of all Life, and you can click on the names of descendent subgroups to travel up the Tree of Life all the way to individual species.close box
Note: this tree is still under construction. It does not yet contain all known Onykia subgroups.Type species. -- Onykia carriboea Lesueur, 1821
Adults of Onykia are medium-sized (275 mm ML) to very large (1600 mm ML) squids which are the largest members of the family. Only two genera of cephalopods, Architeuthis, the true giant squid, and Mesonychoteuthis, a cranchiid squid, grow to greater lengths than some species of Onykia. Species of Onykia are well known from high latitudes. Tropical species, however, are poorly known.
Figure. O. robusta aboard trawler, high North Pacific. Photographed by ?
An onychoteuthid ...
- without gladius visible beneath skin in dorsal midline.
- with 3 occipital folds.
- without suckers on distal portion of club before terminal pad.
- Clubs of subadults and adults with two series of hooks; suckers limited to carpal cluster and terminal pad.
- Three occipital folds present (arrows in photograph). Occipital membrane from fold number 3 extends to, or nearly to, nuchal cartilage.
- Funnel groove with inverted Y-shaped ridge in squid over 100 mm ML. This characters is known in O. lonnbergii, O. robusta and O. robsoni. Its presence in other species is uncertain although it appears to be absent in O. ingens and O. knipovitchi.
- Anterior margin of funnel groove rounded. Click on an image to view larger version & data in a new window
Figure. Left - Ventrolateral view of the head of O. robusta showing the funnel groove, 160 mm ML. Drawing from Okutani, 1983. Right - Ventral view of head and funnel groove of O. robsoni (?), northeast coast of USA. Photograph by R. Young.
- Dermis of mantle skin with warts or soft wrinkles (except in O. knipovitchi).
- Photophores absent.
- Gladius with long, thick, cartilaginous-like rostrum.
- Long, lanceolate vanes extend into conus field without the narrow, posterior "neck" seen in Onychoteuthis, Ancistroteuthis and Notonykia.
The rostrum of the gladius is peculiar, not only in its size but in its cartilage-like structure. The drawing in Fig. A shows the conus of the gladius with the rostrum removed (it detaches easily from the gladius). Along side it (Fig. B is a drawing of the removed rostrum. Fig. C shows a scanning electron micrograph cross-section throuh the rostrum at the point of the arrow in Fig. B. Note the spaces, fluid-filled in life, that give the rostrum its cartilage-like consistency.
Figure. Gladius of O. robusta. Drawings and photomicrograph from Toll, 1982. A - Ventral view of the gladius conus. B - Ventral view of the rostrum. C - Scanning electron micrograph of a cross-section of the rostrum.
|O. carriboea||?||?||?||?||Western tropical/subtropical Atlantic|
|O. knipovitchi||Triangular||Smooth||Rhomboidal||20-30||Antarctic waters|
|O. lonnbergii||Triangular||Warts||Rhomboidal||25||Western North Pacific|
|O. robsoni||Triangular||Warts||Sagittate||26-32||North of southern subtropical convergence|
|O. robusta||circular||ridges||Sagittate||30-36||Temperate, subarctic North Pacific|
For over a century members of this taxon were placed in the genus Moroteuthis. In 1991, Tsuchiya and Okutani demonstrated that specimens historically attributed Onykia Lesueur, 1821, were the young stages of knownspecies of Moroteuthis Verrill, 1881, making the latter genus name a junior synonym of the former. Tsuchiya and Okutani (1991) also demonstrated that "Moroteuthis" japonica (Taki, 1964) and "Moroteuthis" pacifica were growth stages of Onykia robusta. Kubodera et al. (1998) state that Onykia indica Okutani, 1981 is probably the young form of some known species of Onykia.
Young Onykia, like the ca 10 mm ML squid in the photograph (below left), are common members of the oceanic neuston. They are often associated with floating debris and have a bluish iridescence. Even at 25 mm ML (below right) some species may still be neustonic.
Figure. Left - Side view of a juvenile Onykia sp., ca. 1 cm ML, Hawaiian waters, live. Right - Side view of a juvenile Onykia sp., 25 mm ML, off southern California (NMNH #542), preserved. Photographs by R. Young.
The paralarvae of some species of Onykia (Figs. A-C below) have a distinctive appearance: They are broad and have a characteristic line of large dorsal mantle chromatophores whose widths increase posteriorly. Small paralarvae often are observed in preserved samples with the head mostly withdrawn into the mantle cavity as shown in Fig. A.
Figure. Ventral and dorsal views of paralarvae and an early juvenile of Onykia sp. A - 1.7 mm ML paralarva. B - 2.7 mm ML paralarva. C - 3.4 mm ML paralarva. D - 5.6 mm ML juvenile. A-C show paralarvae with contracted anterior mantle margins which are commonly observed in preserved paralarvae. These growth stages were taken from plankton tows in Hawaiian waters. The adult is unknown. The scale bar is 1 mm.
Kubodera, T., U. Piatkowski, T. Okutani and M.R. Clarke. 1998. Taxonomy and Zoogeography of the Family Onychoteuthidae (Cephalopoda: Oegopsida). Smithsonian Contributions to Zoology, No. 586: 277-291.
Okutani, T. 1983. A new species of an oceanic squid, Moroteuthis pacifica from the North Pacific (Cephalopoda: Onychoteuthidae). Bull. Nat. Sci. Mus., Ser. A (Zoology), 9:105-113.
Pfeffer, G. 1912. Die Cephalopoden der Plankton-Expedition. Ergebnisse der Plankton-Expedition der Humboldt-Stiftung. 2: 1-815.
Toll, R.B. 1982. The comparative morphology of the gladius in the Order Teuthoidea (Mollusca: Cephalopoda) in relation to systematics and phylogeny. PhD. Dissertation, University of Miami, 390 pp.
Tsuchiya, K., and T. Okutani. 1991. Growth Stages of Moroteuthis robusta (Verrill, 1881) with the Re-evaluation of the Genus. Bulletin of Marine Science, 49(1/2):137-147.
Correspondence regarding this page should be directed to K.S.R. Bolstad at
Page copyright © 2011 , , and
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- Content changed 02 March 2011
Citing this page:
Bolstad, K.S.R., Michael Vecchione, and Richard E. Young. 2011. Onykia http://tolweb.org/Onykia/19956/2011.03.02 in The Tree of Life Web Project, http://tolweb.org/. Version 02 March 2011 (under construction). | <urn:uuid:8e8a2c80-99db-4d41-8fcc-83b86fc54369> | CC-MAIN-2018-05 | http://www.tolweb.org/Onykia | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084887981.42/warc/CC-MAIN-20180119125144-20180119145144-00279.warc.gz | en | 0.831344 | 2,039 | 2.921875 | 3 |
The Environmental Audit Committee publishes its report into ‘Heatwaves: adapting to climate change’.
The Committee has found that failing to address the danger of heatwaves will threaten the wellbeing of an increasing number of vulnerable people.
Mary Creagh MP, Chair of the Environmental Audit Committee:
“Heatwave warnings are welcomed as barbecue alerts, but they threaten health, wellbeing and productivity. The Met Office has projected that UK summer temperatures could regularly reach 38.5°C by the 2040s. The Government must stop playing pass the parcel with local councils and the NHS and develop a strategy to protect our ageing population from this increasing risk.
“Heatwaves cause premature deaths from cardiac, kidney and respiratory disease. There will be 7,000 heat-related deaths every year in the UK by 2050 if the Government does not take action.
“The Government needs to do more to warn the public of the health risks of heatwaves, particularly when they fall outside of the summer period, and should appoint a minister to lead work across Government. The Government’s new adaptation plan promises no effective action to prevent overheating in buildings. It must change building regulations and planning policies to ensure homes and transport networks are able to deal with extreme heat, and that local authorities and cities have green spaces and heat-resilient infrastructure.”
The Committee has called on the Government to:
- Ensure NHS England issues guidance on planning for summer pressures, to ensure that adequate steps are taken to prepare the NHS for more frequent heatwaves. NHS organisations should submit annual heatwave plans to ensure they are prepared for the sudden onset of a heatwave;
- Inspect resilience to heatwaves in hospitals and care homes through the Care Quality Commission and NHS England;
- Protect peoples’ health by changing building regulations to prevent overheating;
- Review the capacity of local authorities to deliver climate change resilience, require them to report on their adaptation to climate change and introduce an urban green infrastructure target for cities;
- Introduce stricter water efficiency standards as part of the building regulations;
- Coordinate a study of vulnerability to heat-health risks on transport and how this contributes to economic loss during heatwaves;
- Make businesses aware of the threat of heatwaves and the economic consequences. Public Health England should also issue formal guidance to employers to relax dress codes and allow flexible working during heatwaves, and the Government should consult on introducing maximum workplace temperatures, especially for work that involves significant physical effort;
- Issue guidance for head teachers about safe temperatures in schools and relaxing school uniform policy during hot weather;
- Launch a public information campaign on the growing frequency and intensity of heatwaves and run a year-round heatwave alert system to warn vulnerable people about the health risks; and
- Provide a Ministerial lead in the Department of Health and Social Care with responsibility for climate change related health risks.
Full background on each recommendation follows.
NHS guidance on summer pressures
Heatwaves place strain on the NHS and social care system. During the 2013 heatwave, double the amount of consultations for heat-illness took place compared to a non-heatwave year. Hospitals can overheat to 30 degrees Celsius when the temperature outside is just 22 degrees Celsius. However, the NHS only asks hospitals and other healthcare organisations to report on their preparation for winter pressures.
NHS England’s Emergency Preparedness, Resilience and Response assurance does not account for the risk of overheating hospitals, and the Care Quality Commission do not inspect for it either. The ability of nursing homes to cope with the serious health impact of heatwaves on older people is not assessed. This is worrying given that in the 2003 heatwave, excess deaths in nursing homes in some parts of the UK rose by 42%.
Ensuring safe and heatwave resilient homes
Certain types of homes (single aspect flats, houses built in the 1960s and 1970s) and densely populated urban areas are at significant risk of overheating. Even at current temperatures, 20% of UK homes overheat. This presents a risk to those who are vulnerable to high temperatures such as older people, those with underlying cardiovascular or respiratory conditions, those with disabilities and children. There is no building regulation to prevent overheating in buildings, and tests to identify overheating are weak and ineffective.
However, the Committee heard uncertainty from Government Ministers about whether the building regulations should be used to protect human health. The Chartered Institution of Building Services Engineers believe building regulations should be changed to protect health, and have developed a series of tests to prevent buildings overheating at design stage.
The Committee heard that public money is used to support the construction of modular homes. According to a study on Modular Construction in UK Housing by Pinsent Masons, there are currently around 15,000 modular homes built in the UK each year by China National Building Material Company. Modular homes are not resilient to heatwaves, and the Committee is calling for the Government to end public funding for them.
Local authorities and cities
Local authorities should be driving adaptation for heatwaves, across a range of areas such public health, local spatial plans, and urban development. However, the Committee only received evidence from one local authority and the Local Government Association confirmed that they "do not have a bespoke work programme on climate change adaption." Funding for programmes to support local authority climate change adaptation was withdrawn in 2015/16, leading to the closure of numerous regional climate change partnerships.
Cities can be up to 10°C hotter than surrounding countryside due to the urban heat island effect; hard surfaces in urban areas absorbing heat during the day and emitting heat at night. Overheating at night prevents physiological recovery from heat. In the 2003 heatwave, excess deaths in London increased by 42%. However, measures to reduce the urban heat island effect are not included in local plans and the Government’s planning framework does not make mention of it. The Government should introduce an urban green infrastructure target as part of the metrics for the 25 Year Environment Plan and in the National Planning Policy Framework to ensure towns and cities are adapted to more frequent heatwaves in the future.
Transport, water supply and productivity
Heatwaves can cause railway tracks to buckle and roads to melt. Only 50% of the UK’s motorways and major roads are surfaced with material that is the most resilient to the kind of summer temperatures the UK is beginning to experience regularly. During the June 2018 heatwave, railway tracks buckled causing significant delays either because trains could not operate or because they had to be run at a slow speed to avoid damage. This means that passengers sometimes have to endure rail journeys in uncomfortably hot carriages.
There are also concerns that the health risks and service disruption of travelling at peak times during a heatwave results in economic losses as staff may not be able to get to work. There is no regulation on maximum workplace temperature, resulting in difficult working conditions particularly for those engaged in heavy manual labour or outdoor work. The Committee is calling on the Government to make businesses aware of the developing threat of heatwaves and the economic consequences and for Public Health England to issue formal guidance to employers to relax dress codes and allow flexible working when heatwave alerts are issued.
Additionally the Committee recommend that the Government should consult on introducing maximum workplace temperatures, especially for work that involves significant physical effort, and that the Department for Education should issue guidance for head teachers about safe temperatures in schools and relaxing school uniform policy during hot weather.
The UK’s water supply is expected to reduce by 4–7% and this will be exacerbated by the increasing demand for water during heatwaves, particularly in cities. The Committee is calling for the Government to raise its ambitions for water efficiency by adopting 110 litres per person per day as the mandatory standard in Part G of the building regulations for all new buildings.
Ministerial lead on responsibility for climate change health risks
Adapting to heatwaves is complex. The impact on health can be affected by overheating on public transport, in cities and in buildings, with policies spanning several government departments and local government. Although the Department for Environment, Food and Rural Affairs have overall adaptation responsibility, the Department of Health and Social Care holds responsibility for heatwaves and heat-health. Therefore, we were concerned to hear that despite these significant health hazards, the Minister for Public Health, Steve Brine MP, did not consider it his department's responsibility to take active steps to address the heat-health issues of overheating buildings and planning policy.
The Committee is calling on the Department of Health and Social Care to provide a Ministerial lead on responsibility for climate change related health risks. The Minister should work closely with DEFRA, and across government, to ensure there is a holistic and coordinated approach to adapting to the health risks of climate change, building on the advice of the Committee on Climate Change.
Public information campaign on risk of heatwaves
In August 2003 temperatures reached 38.5°C in England and there were 2,193 heat-related deaths across the UK in 10 days. The Met Office predicts that similar heatwaves will occur every other year by the 2040s. Prolonged periods of high temperatures cause cardiac and respiratory disease leading to excess deaths, particularly in older people. The average number of heat-related deaths in the UK is expected to more than treble to 7,000 per year by the 2050s.
Although extreme heat events have become more common in Europe since the 1950s, there is public misconception that heatwaves have become less frequent. The Government does not provide clear information for the public on the developing threat of heatwaves.
The Government’s heatwave alert system only runs from June to September, so vulnerable people are not warned about unseasonal heatwaves. Moreover, the Committee heard that alerts are only put out if a threshold of approximately 30°C is reached, even though the Medical Director at Public Health England acknowledged that heat-related deaths begin when temperatures rise above 25°C.
Image: Creative Commons | <urn:uuid:d5017d3e-1fcd-440f-b65d-1f0b7e8faa76> | CC-MAIN-2018-34 | https://www.parliament.uk/business/committees/committees-a-z/commons-select/environmental-audit-committee/news-parliament-2017/heatwaves-report-publication-17-19/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-34/segments/1534221209585.18/warc/CC-MAIN-20180814205439-20180814225439-00500.warc.gz | en | 0.953827 | 2,041 | 2.78125 | 3 |
Author: Rus VanWestervelt
Summary: Creative nonfiction? What better way to engage students in all disciplines than to write real stories about life events that matter to them! And what if there were opportunities to publish these pieces in a journal designed and edited by youth? In telling the story of the creation of a journal that eventually encompassed the state, the author describes types and characteristics of creative nonfiction and shares an example of one student’s narrative that focused on her family’s evacuation from the American compound in Saudi Arabia following terrorist bombings. Even without the goal of publishing a journal, there are excellent suggestions that could be used for creating and supporting collaborative writing spaces (e.g., in classrooms, student writing clubs, supporting Scholastic Awards).
Original Date of Publication: 2005
When I graduated with my Master of Fine Arts in creative nonfiction, I decided to leave college teaching and return to teaching high school. Part of my motivation was to introduce students to the fresh approaches to writing that I had encountered in my studies. However, nothing prepared me for the explosive response I received when I exposed students to the largely unexplored genre of creative nonfiction, that is, the writing of literary journalism, memoir, reportage, biography, and similar subgenres.
Almost immediately, these students were no longer writing primarily for grades or to please me. Instead, they were writing real stories about events in their lives that mattered to them. Now, through their writing, they finally had the opportunity to share those events with a larger audience.
With this success, I began my campaign to establish Maryland Voices, a biannual journal designed and edited by high school students and devoted to publishing creative nonfiction written by Maryland teens. The journal has filled a publishing void, providing opportunities for young writers to tell true stories in a creative way—and have them published.
The business plan to establish such a publication is a lot easier than readers might think. Here, for the benefit of those considering a similar project, are the steps I went through.
1. Education: Spreading the Word to Teachers and Students
As we got started we needed to inform others as to what creative nonfiction was all about.
Philip Gerard, author of Creative Nonfiction: Researching and Crafting Stories of Real Life (Story Press Books, 1996), defines a piece of writing as creative nonfiction if it contains the following five characteristics:
- It shares a good, narrative story that contains a defined setting, a solid plot, and strong characters.
- It has an apparent subject and a deeper subject.
- It tells a timely story that is also timeless.
- It offers a sense of reflection on behalf of the author.
- It pays careful attention to the craft of writing.
For my students, I add a sixth characteristic, one that is both upheld and broken by many established writers: the work tells the truth. Nothing is made up, no poetic license is practiced, no events are rewritten to carry the story. We tell our contributors that, if their story contains untruths of any kind, it crosses the hard line between fact and fiction, and thus becomes a work of fiction that is based primarily on actual events.
As my own students developed a grasp of the genre, I charged them with spreading the word about creative nonfiction. Our most effective workshop included a dynamic multimedia presentation designed and delivered to our entire faculty by our four student editors. They wanted to educate all our teachers about creative nonfiction and the Voices journal. In just 20 minutes, they inspired these teachers to find ways to integrate creative nonfiction into the existing curricula. After a few small-group meetings that took place in the days following, the genre had taken root in our school.
2. Support: Spreading the Word
We then looked for help beyond the school. “Network, network, network” became our mantra. We talked to parents, community leaders, local business groups—anyone who had any interest at all in supporting the publishing of student writing.
We went directly to the school system for support. We showed them the success that Maryland students had already realized, and shared with them the benefits that would be available to our students and the larger communities in the school system and, subsequently, throughout the state.
Our goal has been for every high school in the state to be aware of Voices and the publishing opportunities it provides. We solicited help from writing project sites in Maryland, encouraging them to spread the word about our Voices publication via email listservs and newsletters, educating other TCs and opening the doors for volunteers. This outreach has allowed us to increase the number of targeted schools with each new volume of Voices.
Our three-step plan looked like this:
- Volumes 1 and 2: We used the team at my school (Centennial High in Baltimore), where the Voices publication has its headquarters.
- Volumes 3 and 4: We solicited help from other editors at other schools in our county.
- Volume 5 and beyond: We solicited support from regional editors across the state. We divided Maryland into six regions and designated specific teams for each region, thus lightening the demands on our staff’s time and energy and ensuring that each county in the state, as well as Baltimore City, received fair and equal treatment.
3. Staffing: Putting ‘Em to Work
At Centennial High, we were fortunate to develop a strong editorial Voices team in one of my publications classes. These students (three seniors and one junior) worked relentlessly to establish the journal’s foundation. These four students had four to six hours a week dedicated to Voices and devoted needed time outside of class to meet their deadlines. We could have developed a club that met after school two or three times a week, or established a team of dedicated writers/editors recommended by TCs from other schools. The first option has the advantage of getting to know an editorial team intimately. They’re on their home turf and can be tracked down at any time during the day, should the need arise. Establishing a team from other schools has the alternative advantage of greater outreach. I tried to keep in mind that my goal was to set up a statewide publication. I wanted a structure that allowed growth naturally.
4. Finally Funding: The (Simple) Foundation of a Successful Publication
We learned early on that if we stayed simple in the beginning stages our publication would not incur outrageous expenses. We networked through email, word of mouth, and a website (check out ours at www.marylandvoices.com). We found a local printer interested in supporting our immediate school community who also recognized the potential exposure he would get from a statewide audience. When we offered him free advertising in Voices, he was eager to work with us financially.
We have always been on the lookout for minigrants. Our school system awarded us $2,000. We’ve learned that there are plenty of small grants available for projects like this. The Grants Support Services division of our school system provided a list of some of these opportunities.
Finally, we published within our means. We realized that if our goal was to offer this publication to students throughout our state for many years to come, starting small and successful was much better than trying to woo the world with a 400-page book that would put us in the red before the third volume ever went to print. Our students were just as excited to be published in Volume 1, a low-budget, 32-page, stapled journal, as they were in Volume 2: a 128-page bound book that took our breath away. Publishing is publishing, and going about it slowly but successfully is the only way to ensure that kids keep ending up in print—for a very long time to come.
Here’s an example of creative nonfiction from Maryland Voices:
Everything is Going to Be Okay
By Elizabeth Dobbins
The obscure night was illuminated by the blurred light all around me. As my family and I quietly drove down the thick, busy street filled with advertisements and insomniacs of the night, I drowsily awoke from my nap in the middle of the back seat. I felt like an outsider in this strange world of luminescence and people, and I momentarily forgot where I was. I didn’t fully understand why we were going to the airport, but on that night, at 3 in the morning, Riyadh International Airport was where we were headed.
After what seemed like an eternity, the lights of the street began to decrease. Eventually the small street began to descend on a slight decline, and our Crown Victoria stopped slowly under a covered entrance. On my right, a blinding light shone through a set of double doors, and Arabic letters spelled out across the glass, along with the Saudi Arabia crest of a palm tree and two swords. As my sisters got out of the back seat of the car, I slid out as well, feeling the hard cement meet my little, sandaled feet. It was August in Saudi Arabia, but the night breeze was surprisingly cool and we welcomed it. I looked up to see my father talking to a Saudi man who took the keys to our car, and I was slowly ushered inside the brightly-lit building.
This airport seemed nothing like those in America. Saudi couples moved emotionlessly around the tiny airport lobby, and it looked like a hotel lobby more than an airport check-in. It was quiet here, and I saw a single check-in desk to the right of me which my father was standing at, checking us in. Ahead of the check-in desk was an up-escalator, and my mom began leading my two sisters and I toward it.
“Where is daddy?” I thought aloud.
My question hung in the thick, humid air, refusing to be answered. My sisters’ eyes read that they wondered the same thing, but no one replied to me. My mother wouldn’t meet my questioning, innocent eyes, and I felt completely helpless and desperate with anxiety.
Finally I found my father. As I was moving up the escalator, he stood at the bottom, waving. Even at 9 years old, I found the tears rolling down his cheek. He looked too strong in his military uniform, with metal stars screaming his bravery, and yet I saw him defenseless. Why was he standing at the bottom of the escalator? What was going on? Questions pressed against my brain, building pressure that forced hot tears to rip down my cheek.
Speechless, helpless, I watched him grow farther away. The evil, rough, soulless escalator tore my heart as it ground upward, increasing the distance between my father and me. I tearfully tried to choke words out of my mouth, but the knot in my throat suffocated me.
As the escalator leveled off at the top, I stepped off and continued to look over the edge, down at my father who kept waving. After what seemed like an eternity, I heard my name being called across the room by my mother who beckoned me over to be with her and my sisters. I tore my blurry eyes from my idol, my father, and slowly trudged over in misery. On my way across the room, a Saudi man touched my shoulder and smiled down at me. I had never seen him before but somehow I felt familiar warmth from him.
“Everything is going to be okay,” he said to me in perfect English.
As soon as I felt his hand lift from my shoulder it seemed like he vanished, and I went over to my incomplete family, whom I noticed were crying too.
I knew why we were evacuating from Saudi Arabia. Terrorists had bombed American compounds and embassies in Daharan, a neighboring city to Riyadh, where our navy base was. All of the military families were ordered to go home by President Clinton, but the soldiers had to stay. Two years of my life were spent in Riyadh, and I wouldn’t see my dad for an entire year after we left.
On the long, sleepless, uncomfortable plane ride home, I looked out over the moonlit ocean and dreamed of a bomb on the plane and how I didn’t want to go home. There was no home waiting for me in America. My home was in Riyadh, in my American compound, playing with lizards and my foreign friends.
As I struggled to find myself in the midst of chaos and unfamiliarity, everything made sense to me. Now, in 2004, with that horrendous day of 9/11 three years behind us, I feel the pain of thousands deep in my remembering heart. I understand terror, and I empathize. Although 9/11 was one of the few times that middle-eastern based terror organizations targeted America, this evil has existed for centuries. In Saudi Arabia and in other countries, terrorist attacks shook foundations far before 9/11. Tragic and wasteful, terrorists can only succeed if they cause terror. The innocence of a child cannot protect anyone anymore.
To overcome terror and promote peace, we must be brave and help others as well as ourselves and not use terror tactics to eliminate terror.
- “I’m a Writer Now!” The Who, Where, and When of an ELL Newspaper
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- Literacy, ELL, and Digital Storytelling: 21st Century Skills in Action
Original Source: National Writing Project, https://www.nwp.org/cs/public/print/resource/2256 | <urn:uuid:621874f6-260c-4b58-bf48-d6c3d332870d> | CC-MAIN-2019-09 | https://lead.nwp.org/knowledgebase/publishing-students-true-stories/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247480240.25/warc/CC-MAIN-20190216085312-20190216111312-00364.warc.gz | en | 0.974248 | 2,806 | 3.109375 | 3 |
Posted: May 1, 2008, 5 a.m. EST
Q: My 1-year-old little girl ferret, Kara, is always shaking. It’s like she's vibrating. Why does she do this?
A: Ferrets do have some interesting behaviors and shaking is one of them. If she is shivering after waking up, eating or relaxing, then it is quite normal.
We often think this shivering is because they are cold or afraid, however, most ferrets prefer cooler temperatures so they don’t get cold like we might and fear is usually shown in different ways.
Once your ferret is awake and running around for a few minutes, she probably no longer shivers or vibrates. When a ferret sleeps, its usually high metabolic rate slows down to conserve and replenish energy. The shivering behavior is a natural way to raise their metabolic rate and their heart rate after their previous burst of energy. | <urn:uuid:7bc4d419-ec60-41a8-b951-6deb9c0c21d7> | CC-MAIN-2016-07 | http://www.smallanimalchannel.com/ferrets-magazine/ferret-behavior-expert/shaking-ferret.aspx | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701145751.1/warc/CC-MAIN-20160205193905-00327-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.965889 | 197 | 2.640625 | 3 |
write my assignment 2386
Complete the following:
-“Discuss how the subjective nature of language influences meaning and perception. Do you think your use of language is clearly understood? why or why not?
-How might improving your language use benefit your interpersonal communication?”
-two double-spaced typed pages.
-use 1-inch margins on all sides of the paper
-use 12-point Times New Roman or Arial font
-Include a title page
-Cite all sources using APA style
1 NameCourseDateTutorLanguage and Meanings 2 IntroductionLanguage is an important aspect through which we are able to communicate. Languagedoes not have an inherent meaning, language only… | <urn:uuid:3f469982-a306-4990-885d-44c0e2030d42> | CC-MAIN-2023-23 | https://acehomeworktutors.com/write-my-assignment-2386/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-23/segments/1685224655446.86/warc/CC-MAIN-20230609064417-20230609094417-00775.warc.gz | en | 0.844266 | 153 | 2.96875 | 3 |
Kitten nutrition explained
Each stage of a cat’s life brings unique dietary requirements which you can support them with. So, in order to give them the best possible start in life, your kitten’s diet should be tailored to the specific needs of their life stage.
Nutrition for your kitten from birth to four months
During this period, your kitten is going through an intense growth spurt. To fuel the development of their skeleton, muscles and organs, they have specific nutritional needs.
In the early weeks, they’ll suckle from their mother and receive colostrum – a milk-like fluid which supports their immunity – followed by milk. Starting at around four weeks, you can begin to transition them to a solid food as they start to show interest in it and their ability to digest lactose wanes.
During this time, you can give them a food specifically designed for kittens with the right mix of required nutrients, including the 11 essential amino acids which support muscle and cell growth, as well as healthy skin, hair and claws. Cats can’t synthesise these elements internally, so it’s essential their food provides them with ‘complete’ nutrition.
Until 12 - 16 weeks old, depending on their breed, kittens are growing and gaining weight rapidly, and therefore have extremely high energy requirements; it’s around three times that of an adult cat. But as a kitten’s digestive system is not yet mature, they need an energy-dense food which doesn’t include unnecessary bulk, as this can cause digestive distress.
Your kitten’s diet from four to 12 months
At this stage in their development, your kitten’s energy needs will be reducing gradually, although they still need much more than an adult cat. During this period, adult teeth replace your cat’s milk teeth and their digestive system matures, so they’re now able to crunch, chew and eat solid foods more easily.
However, a cat’s digestive system still only accounts for 3% of their bodyweight – compared to 11% of a human’s – which means it can be quick to become aggravated from a new food or stress. Your kitten’s food and feeding at this time should be consistent: the same food, in the same place, in a peaceful and stress-free environment.
Over this period your kitten is at the peak of its weight gain, increasing in size by 100g a week at the age of four to five months. It’s important to monitor their weight closely so they don’t increase in size too rapidly and risk becoming obese. You can help prevent this by making sure you only give them the recommended portion of kibble or wet food each day.
Your cat and their diet from one year onwards
As a fully-matured adult, your cat now has very different nutritional needs from their early days. Their energy requirements are much lower, and several other factors should be considered: their lifestyle, such as whether they’re an indoor or outdoor cat, their breed, gender, and whether they are neutered or not.
Every cat still has nutritional needs which must come from their diet. This includes the essential amino acid, taurine, which is only available from animal sources, and vitamin A and D which continue to support your cat’s health.
Your cat’s nutritional needs will change significantly over its lifetime, but if you’re ever unsure of the best feed for them, ask your vet who’ll be happy to help. | <urn:uuid:a1b37fc1-5ae5-4035-a3f9-bba214f9520f> | CC-MAIN-2022-21 | https://www.royalcanin.com/vn/cats/kitten/kitten-nutrition-explained | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662606992.69/warc/CC-MAIN-20220526131456-20220526161456-00769.warc.gz | en | 0.966542 | 739 | 2.5625 | 3 |
Why are computers necessary for college students?
Owning a computer is important for college students because programs help them to deal with college’s requirements and be ready for a class. Having a computer for college students is important because it helps them to have knowledge to write good essays and be effective during classes.
Why do we need to learn about computers?
Learning about computers help you find a job Almost every job today and jobs of the future require some technical knowledge. Learning more about computers and computer software required for the job can a competitive edge against others who may be applying for the same job.
Why computers is important in a modern world?
The fact that computers have considerably changed the lives of human beings can hardly be denied. Computers make people’s lives easier and more comfortable: they provide opportunities for staying in touch to billions of people who may very well be in different parts of the world. …
Why is computers so important?
Computer has become very important nowadays because it is very much accurate, fast and can accomplish many tasks easily. Otherwise to complete those tasks manually much more time is required. It can do very big calculations in just a fraction of a second. Moreover it can store huge amount of data in it.
What are the benefits of computers in society?
Computers benefit the business and personal world by being able to do the following more efficiently: buying and selling products, communicating throughout the world, enhancing our knowledge, job influences, entertainment, research, and paying bills.
What are the advantages of computers explain it?
One of the most useful advantages of computers is able to store and access vast amounts of data, which can be retrieved in the future. For example, a computer system and devices like eBook readers have enough storage capacity as they can store hundreds or thousands of books.
What are the disadvantages of computer in the society?
Disadvantages of computerUnemployment. Different tasks are performed automatically by using computers. Wastage of time and energy. Many people use computers without positive purpose. Data Security. Computer Crimes. Privacy violation. Impact on Environment.
What are disadvantages of using computer?
Below is a list of many of the disadvantages to using a computer and what type of problems you may personally encounter.Carpal tunnel and eye strain. Too much sitting. Short attention span and too much multitasking. Can limit learning and create a dependency. Potential of loss of privacy. Time sink and lots of distractions.
What are advantages and disadvantages of a computer?
Computer has making human life faster because of its incredible speed,Accuracy and storage, with which human can save anything and search it out easily when needed. We can say computer a versatile machine because it is very flexible in performing their jobs.
What are the advantage of computer graphics?
The main advantages of computer graphics are as follows: 1) The ability of computers to store complex drawings and display them whenever needed was one of the main attraction for using computers in the graphic mode. 2) The use of sound cards to make computers produce sound effect led to other uses of graphics.
What is an advantage of using the Internet?
The main advantage of the Internet is its ability to connect billions of computers and devices to each other. Not only does the Internet create convenience in sharing and receiving information between users, another advantage of the modern Internet is its ability for automation.
What are the pros and cons of using internet?
9 Biggest Pros and Cons of InternetUnlimited Access To Information. Anything you could ever imagined can be found and learned about in detail on the internet. Bridging The Culture Gap. Jobs, Business, And Marketing. Endless Entertainment. New Connections. A Breeding Ground For Illegal Activity. The World Is Becoming Dependent. Compromises Personal Information.
Why is Internet is so popular?
internet is very popular because it has so much of dense networks containing a huge variety of information and have a system that you can access to that piece of information by your computer thus connecting to that a web like networks.
What are the 5 disadvantages of Internet?
What are the disadvantages of the Internet?Addiction, time-waster, and causes distractions. Bullying, trolls, stalkers, and crime. Spam and advertising. Pornographic and violent images. Never being able to disconnect from work. Identity theft, hacking, viruses, and cheating. Affects focus and patience. Health issues and obesity. | <urn:uuid:760838ca-5a84-4238-b94f-0b9146676251> | CC-MAIN-2022-21 | https://hollows.info/why-are-computers-necessary-for-college-students/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652662527626.15/warc/CC-MAIN-20220519105247-20220519135247-00773.warc.gz | en | 0.946464 | 904 | 2.578125 | 3 |
InnoSchool tackles the need for system change to support weak entrepreneurial culture and low engagement to social innovation and entrepreneurship. Its general objective is to strengthen social innovation and entrepreneurial spirit of secondary schools’ students by development and introduction of highly innovative Learning System.
InnoSchool Learning System (ILS) is being developed using intensive learning interaction among project partners and using inclusive design process involving policy bodies, secondary schools, territorial business supporting actors and organizations working in social services. Its main uniqueness lies in two main innovations introduced for adolescents:
- Introduction of Serious Game for online simulations joined with teacher lecturing/guiding sessions to maximize educational impact through experiential learning,
- Social media and interschool competition inclusion to boost attractivity for students.
ILS will be piloted in 9 countries involving 90 secondary schools enabling further improvement of stakeholder knowledge. Impact on students´ knowledge and spirit to start social innovative entrepreneurship will be measured through 3 key aspects:
- social needs awareness
- improvement of specific abilities of students
- gained entrepreneurial skills.
InnoSchool is a new and innovative learning system (ILS). It combines traditional classroom-based learning methods with digital elements in order to meet the needs of the school of tomorrow. This learning system is unique, mainly due to these important aspects:
11 project partners and 6 associated strategic partners have joined the InnoSchool project to create a unique partnership based around core expertises: social innovation/entrepreneurship strengthening, education impact, serious game/ICT aspects, policy level facilitation and responsibility for curriculums.
Stay tunned by following our social medial channels to find out more about InnoSchool Pilot and its impact on students, teachers and social environment:
If you want ot get a sneak peek at InnoSchool Concept, enjoy our presentation here.
- Start date
- End date
- Budget in Euro
- Overall: 1873604
- ERDF Contribution: 1260701,3
- IPA Contribution: 229641,1
- ENI Contribution: 102221
- Call number
- Call 2
- Innovative and socially responsible Danube region
- Specific objective
- Increase competences for business and social innovation
|Filename||Date of upload|
|OT.1.1..Workshops for ILS concept definition / development||14-10-2020 12:30:57|
|DEX Innovation Centre||Lead firstname.lastname@example.org||CZECH REPUBLIC|
|The European Center for Socio Professional Integration ACTA||ERDF email@example.com||ROMANIA|
|Central Transdanubian Regional Innovation Agency Nonprofit Ltd.||ERDF firstname.lastname@example.org||HUNGARY|
|Vienna Board of Education, European Office||ERDF email@example.com||AUSTRIA|
|Technical University of Kosice||ERDF firstname.lastname@example.org||SLOVAKIA|
Central Transdanubian Regional Innovation Agency hosted the 1st InnoSchool Day Seminar as a physical event on the 7th of September, in Székesfehérvár, Hungary. CTRIA presented the InnoShcool Learning System, its structure, and its key components,...
On Friday, September 11, 2020, an information seminar "Attractive education and development of high school students" was held in Košice, which took place on the occasion of the launch of a pilot testing of an innovative educational game for...
On the 19th of October a transnational event focused on education and social entrepreneurship, Finance4SocialChange Policy Learning Dialogue – Social Entrepreneurship and Education, involving participants from the partner countries in the...
The European Week of Regions and Cities #EURegionsWeek is the biggest annual Brussels-based event dedicated to regional policy and this year the InnoSchool project has been selected to showcase the new educational tool – Serious Game - within an...
PRESENTATION OF INNOSCHOOL EDUCATIONAL SOFTWEAR AT INNOVATIVE FAIR Fair of innovation and new technologies took part on 25. September 2020. in Prijedor in organization of Banjaluka college and City of Prijedor. The main focus of fair... | <urn:uuid:3e040564-d9d4-4b4e-8406-e3f7adf8a59a> | CC-MAIN-2020-50 | http://www.interreg-danube.eu/approved-projects/innoschool | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141177566.10/warc/CC-MAIN-20201124195123-20201124225123-00126.warc.gz | en | 0.89826 | 926 | 2.640625 | 3 |
Definitions for sourdoughˈsaʊərˌdoʊ, ˈsaʊ ər-
This page provides all possible meanings and translations of the word sourdough
a leaven of dough in which fermentation is active; used by pioneers for making bread
a settler or prospector (especially in western United States or northwest Canada and Alaska)
Dough, leavened with yeast and lactobacteria that produce acids giving a sour taste.
An old-timer, especially in Alaska. From the distinctive pouches of bread starter worn on a belt or around the neck by experienced prospectors during the Klondike Gold Rush.
A permanent resident of the territory. Someone who has lived in the Yukon during all four seasons.
Describing something made from dough that was leavened with yeast and lactobacteria that produce acids giving a sour taste.
Sourdough is a bread product made by a long fermentation of dough using naturally occurring lactobacilli and yeasts. In comparison with breads made quickly with cultivated yeast, it usually has a mildly sour taste because of the lactic acid produced by the lactobacilli.
Translations for sourdough
From our Multilingual Translation Dictionary
Get even more translations for sourdough »
Find a translation for the sourdough definition in other languages:
Select another language: | <urn:uuid:a2f99613-5381-4685-a2a3-7f67a789d483> | CC-MAIN-2016-07 | http://www.definitions.net/definition/sourdough | s3://commoncrawl/crawl-data/CC-MAIN-2016-07/segments/1454701152982.47/warc/CC-MAIN-20160205193912-00028-ip-10-236-182-209.ec2.internal.warc.gz | en | 0.914293 | 290 | 3.234375 | 3 |
Upon hearing the name Isaiah Thomas, most people think of the famous Detroit Pistons point guard, whose name is actually spelled "Isiah." But devout Husky fans might think first of the freshman many expect to return UW men's basketball to its previous level of excellence, and old-timers might think only of the publisher and American Revolutionary. To minimize confusion, the Cutting Room provides you with the following guide:Isaiah Thomas (1749–1831)Training: Apprenticed at the age of 7 to the printer Zechariah Fowle, who was "unstable and irritable," according to the biography, Isaiah Thomas: Printer, Patriot, and Philanthropist, by Clifford K. Shipton.Punishment endured: Fowle was too lazy to discipline Thomas.Declaration of independence: Thomas is famous for performing the first public reading of the Declaration of Independence. However, he first declared his own independence by walking out on his apprenticeship with Fowle at the age of 16.Accomplishments: Performed the first public reading of the Declaration of Independence. Reported on the battles of Lexington and Concord. Published a semi-weekly newspaper called the Massachusetts Spy. Founded the American Antiquarian Society, devoted to preserving the antiquities of America.Achilles' heel: Headstrong personality.Future prospects: Dim.Isiah Thomas (1961–)Training: Coached in college by Bob Knight, who was widely known for being unstable and irritable.Punishment endured: Knight kicked Thomas out of practice on a regular basis.Declaration of independence: Having withstood two years of Knight's abrasive coaching, Thomas left college in 1981 for the greenback pastures of the NBA, enabling him to provide for his previously poor family.Accomplishments: Won two NBA championships with the Detroit Pistons, was a 12-time All-Star, and is considered one of the best point guards of all time. His great success as a player is nearly matched by his failure as a manager: As general manager and then-coach of the New York Knicks, he presided over a stretch of epic dysfunction and profligate spending, capped by the organization's loss in an $11.6 million sexual harassment suit over Thomas' behavior.Achilles' heels: Overweight big men, overpaid former stars, sexual harassment trials.Future prospects: Reputation is down, but Thomas has a keen eye for young talent and a knack for landing in good situations.Isaiah Thomas (1989–)Training: According to a Facebook post by a reliable friend of the author, 12-year-old Isaiah Thomas dominated high school and college kids at a Tacoma Bally's Fitness club. His more senior competitors rolled their eyes when he informed them of his name. He has since been taken under the wings of Nate Robinson, Jamal Crawford, and Lorenzo Romar.Punishment endured: Romar pulled Thomas from the starting lineup for showing up to pre-game warmups one minute late because he was having his ankles taped.Declaration of independence: At age 17, Thomas left his family and his hometown of Tacoma to attend South Kent School in Connecticut.Accomplishments: Posted better high school numbers than Isiah Thomas. Averaged more than 40 points per game in the state high school tournament. Jumped over a 6-foot-9 teammate for a dunk in practice.Achilles' heels: Errant jump shots, cheap fouls, strawberry Pop-Tarts.Prospects: The name doesn't lie: This pup is headed for greatness. | <urn:uuid:d161ead7-f9fe-4604-a19c-2b1eb35e8fe0> | CC-MAIN-2015-48 | http://www.seattleweekly.com/2008-11-26/news/will-the-real-isaiah-thomas-please-stand-up/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-48/segments/1448398461529.84/warc/CC-MAIN-20151124205421-00289-ip-10-71-132-137.ec2.internal.warc.gz | en | 0.964557 | 734 | 2.640625 | 3 |
Q. How much orbital debris is currently in Earth orbit?
A. More than 21,000 pieces of orbital debris larger than 10 cm are known to exist. The estimated population of particles between 1 and 10 cm in diameter is approximately 500,000. The number of particles smaller than 1 cm exceeds 100 million.
Q. What is the principal source of large orbital debris?
A: Satellite explosions and collisions. Prior to 2007, the principal source of debris was from explosions of old launch vehicle upper stages left in orbit with stored energy sources, e.g., residual propellants and high pressure fluids. The intentional destruction of the Fengyun-1C weather satellite by China in 2007 and the accidental collision of American and Russian communications satellites in 2009 greatly increased the number of large debris in orbit and now represent one-third of all cataloged orbital debris.
Q. How fast are orbital debris traveling?
A: In low Earth orbit (below 2,000 km), orbital debris circle the Earth at speeds of 7 to 8 km/s. However, the average impact speed of orbital debris with another space object will be approximately 10 km/s. Consequently, collisions with even a small piece of debris will involve considerable energy.
Q. Are orbital debris uniformly distributed about the Earth?
A: Most orbital debris reside within 2,000 km of the Earth's surface. Within this volume, the amount of debris varies significantly with altitude. The greatest concentrations of debris are found near 750-800 km.
Q. Does the International Space Station have to dodge orbital debris?
A: The U.S. Space Surveillance Network regularly examines the trajectories of orbital debris to identify possible close encounters. If another object is projected to come within a few kilometers of the International Space Station (ISS), the ISS will normally maneuver away from the object if the chance of a collision exceeds 1 in 10,000. This occurs about 6 times a year on average.
Q. How long will orbital debris remain in Earth orbit?
A: The higher the altitude, the longer the orbital debris will typically remain in Earth orbit. Debris left in orbits below 600 km normally fall back to Earth within several years. At altitudes of 800 km, the time for orbital decay is often measured in decades. Above 1,000 km, orbital debris will normally continue circling the Earth for a century or more.
Q. What is the U.S. policy on orbital debris?
A: Since 1988 the official policy of the U.S. has been to minimize the creation of new orbital debris. The most recent National Space Policy (28 June 2010) addresses the importance of preserving the space environment, including orbital debris mitigation. NASA and the Department of Defense are also directed to pursue research and development of technologies and techniques to mitigate and remove on-orbit debris, reduce hazards, and increase the understanding of the current and future debris environment. | <urn:uuid:39bd2653-7ac6-4d3a-9b74-3314b33ce2a7> | CC-MAIN-2016-22 | http://www.spaceviewnetwork.com/faq/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-22/segments/1464049278091.17/warc/CC-MAIN-20160524002118-00194-ip-10-185-217-139.ec2.internal.warc.gz | en | 0.914885 | 589 | 3.953125 | 4 |
There is a TON of reserch out there supporting the use of sign language in the classroom regardless of whether or not you have hearing impaired students. Check out this teaching tip to use sign language in the classroom to assist with classroom management:
Vodpod videos no longer available.
Incorporating sign language into your early childhood classroom not only assists with classroom management, but it is also promotes the long term retention of concepts by utilizing various modalities during instruction (to learn more about Howard Gardner’s Theory of Multiple Intelligences click here).
In my classroom, we use simple signs in a variety of ways. Probably my favorite way to incorporate sign language in the classroom is with music. During my calendar time, students will sign and sing the months of the year, the days of the week, etc. I also use sign language with songs and books, such as Brown Bear. One fabulous resource that I was introduced to this summer was the Signing Time videos. These are fantastic! Here is a video clip from one of the videos:
Click here to go to the Signing Time website for more information on their products.
Another resource that I love for learning new signs is the online ASL dictionary, which you can find here. Just search for the signs they are alphabetically listed. This website helped me tremendously, because I seem to have a more difficult time learning signs from books or pictures. The videos of the signs are great, and most of the basic signs (colors, shapes, Days of the week, etc) can be found at this site.
Here are some links to printable sign language resources:
Here are some other links to great sign language resources:
- Sign to Succeed Blog
- Babies and Sign Language there is simply a TON of information here. Great informational articles too.
Feel free to let me know of any other great resources that are available! Thanks for looking! | <urn:uuid:da5a3f8e-c684-4078-bd2d-332a6529c4c9> | CC-MAIN-2017-17 | https://mrskilburnkiddos.wordpress.com/2009/08/17/using-sign-language-in-the-classroom/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-17/segments/1492917122619.60/warc/CC-MAIN-20170423031202-00564-ip-10-145-167-34.ec2.internal.warc.gz | en | 0.944426 | 396 | 3.609375 | 4 |
A call to conscience
We know the exact timing of the giving of the Torah: 49 days after the Exodus from Egypt, and prior to 40 years of wandering. Why was God in such a hurry to deliver the Ten Commandments?
On the sixth day of the month of Sivan, in the year of the Exodus from Egypt, yesterday’s slaves stood at the foot of the mountain and received from God the Ten Commandments, 10 formative assertions. The commandments are riveting, both for what they contain and for what they do not contain. They contain the sanctification of the times, of history –...
Like us on Facebook and get articles directly in your news feed | <urn:uuid:e78b62b7-f420-4a03-ac7a-2f618ba32105> | CC-MAIN-2015-11 | http://www.haaretz.com/jewish-world/shavuot/.premium-1.597687 | s3://commoncrawl/crawl-data/CC-MAIN-2015-11/segments/1424936469305.48/warc/CC-MAIN-20150226074109-00245-ip-10-28-5-156.ec2.internal.warc.gz | en | 0.948261 | 139 | 2.84375 | 3 |
God has made all of us same and this very well reflects in our habits too. Be it humans, animals or birds! We change according to our surroundings. Here we will talk about how some birds change in order to better survive the degrading habitat in South America. No sooner, appears a difference in the surrounding, behavioral pattern in the birds begin to change.
As per a study from The Condor: Ornithological Applications, some birds change their choice of seed type and some stick to their favorites. This change cannot be unanimously applied to all bird categories. Few birds like Common Diuca-Finch and Rufous ate more wild flowers at grazed sites while others like Chaco Finch did not.
This helps researchers find out which specie is prone to population decline due to the changing environment. Another thing to note here is the fact that these birds can be saved with the help of naturally constructed bird habitats. Maintained quality of the grasslands can eventually help conserve the declining population of more vulnerable bird species. More diverse the approach, the better are the results.
By: Priyanka Negi | <urn:uuid:7bc6e57f-97d7-470f-b64c-f4a6ddc28ae5> | CC-MAIN-2018-05 | http://fairgaze.com/FGNews/some-birds-better-adjust-to-changing-habitat_71625.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084893300.96/warc/CC-MAIN-20180124030651-20180124050651-00596.warc.gz | en | 0.919564 | 226 | 3.078125 | 3 |
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- The concept of folk music
- General characteristics of folk music
- Folk music in society
- Performance characteristics of folk music
- Folk music in historical context
- The study of folk music
Performance characteristics of folk music
Although each culture has its distinct style, folk music across Europe has important common features. Vocal and instrumental performance qualities differ considerably from those of Western art music. The sometimes strange, harsh, and tense voice and the elaborate ornamentation in folk song is no more or less natural—or intentional—than the vocal style of formally trained singers. The manner of singing and the tone colour of instrumental music vary by ethnicity and class.
In his studies of east European folk music, the Hungarian composer and ethnomusicologist Béla Bartók identified two primary singing styles in European folk music, which he named parlando-rubato and tempo giusto. Parlando-rubato, stressing the words, departs frequently from strict metric and rhythmic patterns and is often highly ornamented, while tempo giusto follows metric patterns and maintains an even tempo. Both singing styles can be heard in many parts of Europe and in European-derived folk music. Using different criteria, the American folk music scholar Alan Lomax identified three main singing styles, which he called Eurasian, old European, and modern European. The Eurasian style, which is found mainly in southern Europe and parts of Britain and Ireland, as well as in the Middle East and South Asia, is tense, ornamented, and essentially associated with solo singing. The old European style, characteristic of central, eastern, and parts of northern Europe, is more relaxed; the sound is produced with full voice. The style is often associated with group singing in which the voices blend well. The modern European style, which is mainly of urban and western European provenance, is in effect something of a compromise between the other two.
The forms of tunes
The typical folk song is strophic: the tune is repeated several times with successive stanzas of a poem. Tunes may have from two to eight lines, but most often there are four. The musical interrelationship among the lines is described as the form. Although many form types are used universally, each culture favours certain ones. For example, in English folk music, four lines with different content are common (ABCD), but forms whose endings revert to materials presented at the beginning are also found (e.g., ABBA, AABA, ABCA, ABAB). Similar forms are found in eastern Europe, where the use of a melodic line at successively higher or lower levels is also important (indicated here by a superscript number indicating interval of transposition upward and a subscript number indicating interval of transposition downward). Thus, in Hungarian folk music, the form AA5A5A or AAA4A4 is common. In Czech folk music, AA5BA and AA3A2A are common forms.
Departures from these norms are most common in eastern Europe. For example, some Romanian Christmas carols illustrate a three-line form, ABA, in which the lines have, successively, 9, 11, and 9 beats, and a song with five lines that are all variations of the first line, AA′A″AA″.
Among the exceptions to the strophic form are children’s songs and ditties as well as some epic narratives. Children’s game songs, lullabies, counting-out rhymes, and nursery rhymes use limited scales and rhythms and small melodic range, and they may consist of only one musical line repeated many times. Their simplicity and their similarity throughout the world suggest that they may constitute an archaic layer in the history of music.
Epic folk singing, once widespread throughout Europe and in western and southern Asia, had three main European traditions that persisted in the 20th century: Russian, Finnish, and Balkan. The Russian and Ukrainian epic traditions include ornamented singing, often improvised, in which refrains were sometimes sung polyphonically by the audience. The Finnish Kalevala stimulated 19th-century interest in epic poetry and was influential in works such as Henry Longfellow’s The Song of Hiawatha. South Slavic epics from the Balkans, accompanied on the one-string fiddle gusla (or gusle), are organized in 10-syllable lines with music that may be endlessly repetitive, or significantly varied and full of contrasts, depending in part on the narrative content of the moment. These epics, based on historical events such as the Battle of Kosovo (1389) between Muslim and Christian forces and often narrated from the Muslim perspective, are improvised in their details and their music; they are typically sung by professionals in coffeehouses.
The influence of popular music on folk music, which became very strong in the 19th and 20th centuries, has tended to limit and standardize forms. The variety of melodic forms is greater, for example, in older English, Anglo-American, German, and Czech folk music than in later music.
Rhythms and scales
In the older traditions of folk music, rhythm and metre largely depend on the metre of the poetry. Thus, in western Europe, where poetry is organized in metric feet, there is a tendency toward even isometric structure based on one type of metre—typically, 4/4, 3/4, or 6/8, although 5/4 also appears. In eastern Europe, generally, the number of syllables per line is the main organizing factor, regardless of the number of stressed syllables. Accordingly, the number of notes but not the number of measures is important, and repeated but complex metric units (e.g., 7/8, 11/8, 13/8) are present, particularly in Hungarian, Bulgarian, and Romanian songs.
Rhythmic structure is closely related to singing style. Singers in the older, ornamented styles frequently depart from rigid metric presentation for melismata (i.e., a single syllable sung to a series of notes) and other expressive effects. Generally speaking, instrumental music is more rigorously metric than is vocal music. Nonmetric material, some of it consisting of long, melismatic passages, is also found in vocal and instrumental music in the parts of Europe influenced by Middle Eastern music, such as the Balkan and Iberian peninsulas.
In general, the scales of European folk music fit into the same tonal system as European art music. Pentatonic scales (i.e., consisting of five notes to the octave), usually consisting of minor thirds and major seconds, are used throughout the continent, especially in songs and song types that are not strongly influenced by the art music and popular music of the cities. Diatonic modes (i.e., using stepwise scales of seven tones to the octave) are another important group. The modes most frequently used are Ionian (or major), Dorian, and Mixolydian, but Aeolian (or natural minor), Phrygian, and Lydian are found as well. See mode: Plainchant for a more complete description of the modes. The major mode is the most common in western and central Europe, an indication of the influence of nearby art music; others are found in eastern Europe, Scandinavia, and England (as well as in English-derived music around the world). Scales with a predominance of small intervals close to semitones are found in areas, such as the Balkans, that have been significantly influenced by Middle Eastern music.
In its 21st-century urban and institutional manifestation, folk music is normally performed by singers accompanied by stringed instruments, by instrumental ensembles, or by choruses. By contrast, in its traditional rural venues, most folk music is monophonic (that is, having only one melodic line). Yet polyphonic folk music, with several simultaneous melodic lines, is part of the old traditions in some parts of the world.
Polyphonic vocal folk music is more common in eastern and southern Europe than in western Europe. Styles vary; the simplest include two-voiced structures that use drones (i.e., sustained sonorities) and parallel singing of the same tune at different pitch levels; more-sophisticated styles include choral songs in three or four voices. The round, another polyphonic structure, is found throughout Europe. Many polyphonic singing techniques are used on the Balkan peninsula and in the mountainous parts of Italy. Italian rural polyphony derives from ancient folk practices, medieval church music, and modern urban choral sounds. Heterophony—the simultaneous performance of variations of the same tune by two singers or by a singer and his accompanying instruments—is important in Bulgarian, Serbian, and Croatian song. Parallel singing is the most common type of folk polyphony; parallel thirds—that is, singing the same tune at an interval of a third—are found throughout Europe but are particularly characteristic of Spain, Italy, and the German-speaking and western Slavic countries; parallel seconds, fourths, and fifths are sung in the Slavic countries.
Instrumental polyphony in folk music, sometimes closely parallel to vocal practices and sometimes totally independent, is geographically more widespread than its vocal counterpart. Bagpipes, for example, which use the drone principle, are ubiquitous in Europe. The Croatian oboelike sopila is played in ensembles that practice complex group improvisation; on the double-recorder dvojnice one player can produce two simultaneous melodies. Although Scandinavian vocal music is largely monophonic, complex styles of instrumental polyphony were developed in the repertoires of instruments such as the Swedish nyckelharpa (a type of keyed fiddle) and the Norwegian Hardanger fiddle (which has four melodic strings and four or more sympathetic strings that are not bowed or plucked).
Though all cultures have unaccompanied solo singing, the instrumental accompaniment of melody is widespread as well. Styles of accompaniment in western Europe appear to have changed over the last thousand years. At one time, it seems, simple, dronelike accompaniments were performed by stringed instruments such as harps, zithers, and psalteries. By the 19th century, simple harmonic sequences closely related to the practices of 18th-century classical music came to be used, with a variety of largely plucked instruments, such as mandolins, guitars, and banjos. The popular folk music of modern cities embodies still more-complex harmonic idioms, but the enormous role of guitars in popular music seems to have been a contribution of the folk traditions.
It must be borne in mind that certain cultures, such as the British, the Hungarian, and the Mari people of Russia, who have very little polyphonic folk music, have developed highly complex repertoires of monophonic folk song. The predominance of polyphony does not indicate that the music is somehow more advanced.
Folk music instruments vary in type, design, and origin. Historically and by origin, they can be divided into roughly four classes.
The first group, which consists of the simplest instruments, includes those that European folk cultures share with many tribal cultures around the world. Among them are the following: rattles; flutes with and without finger holes; the bull-roarer; leaf, grass, and bone whistles; and long wooden trumpets, such as the Swiss alpenhorn. These instruments tend to be associated with children’s games, signaling practices, and remnants of pre-Christian ritual. They evidently became widely distributed many centuries ago.
A second group consists of instruments that were taken to Europe or the Americas from non-European cultures and often changed. From western Asian predecessors, the folk oboes of the Balkan countries and possibly bagpipes were derived; from Africa came the banjo and the xylophone; and of Central Asian derivation were folk fiddles such as the southern Slavic one-stringed gusla.
The third group of instruments may be the product of village culture itself. An example of those made from handy materials is the Dolle, a type of fiddle used in northwestern Germany, made from a wooden shoe. A more sophisticated one may be the bowed lyre, once widespread in northern Europe but later confined (as the kantele) mainly to Finland.
The fourth group, which is probably of greatest importance, comprises instruments taken from urban musical culture and from the traditions of classical and popular music and then sometimes changed substantially. Prominent among these are the violin, bass viol, clarinet, and guitar. In a number of cases, instruments used in art music during the Middle Ages and later, but eventually abandoned, continued to be used in folk music into the 21st century. Some of these are the violins (e.g., the Hardanger fiddle) with sympathetic strings found in Scandinavia (related to the viola d’amore) and the hurdy-gurdy, derived from the medieval organistrum and still played in France. | <urn:uuid:e1cc306c-a229-4f87-be29-eeb36af605e0> | CC-MAIN-2020-24 | https://www.britannica.com/art/folk-music/Performance-characteristics-of-folk-music | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348509972.80/warc/CC-MAIN-20200606031557-20200606061557-00437.warc.gz | en | 0.960837 | 2,753 | 4.09375 | 4 |
This lesson requires a short introduction because it is the culminating lesson in a small data unit. The purpose of the introduction is to provide students with direction and focus for wrapping up their project.
I start by asking the students to review the two purposes of a line plot. (To organize data so we can see the results and then explore the meaning of data.)
The purpose of todays lesson is to:
• Write 5 - 10 statements about the data you have collected.
• Write 3 - 5 "big questions" that you have developed after "reading" your line plot.
When all components of the project are complete, students display their work on a large poster.
Students work to make statements about the data they have collected. These statements communicate the results of the survey. The students are asked to make 5-10 statements about their survey data. These statements can include basic statements and comparison statements.
Finally, students take time to ask questions about the results they have collected. This big idea questions come from the students curiosity. These include "I wonder" and "Why" questions that can't be answered from the data.
Some example of these questions include:
•" I wonder why one owl pellet was so much lighter than the others?"
• "How could I find an odd number of jaw bones?"
When students complete the owl pellet project, they create a final display of their work. These displays are presented in a Math Museum where the classroom community can share in each other's work. As a final conclusion, students share compliments with their classmates.
Some suggested sentence starters for these compliments include:
• I noticed _______ .
• Your project stood out to me because ________ .
• If I were to do this again, I might try ________ like _________ . | <urn:uuid:8e93cd54-eda2-4a9f-96ad-87f73e772d9a> | CC-MAIN-2018-43 | https://betterlesson.com/lesson/607515/interpreting-line-plots-owl-pellets-day-4?from=search_lesson_title | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583512411.13/warc/CC-MAIN-20181019145850-20181019171350-00132.warc.gz | en | 0.950912 | 370 | 3.703125 | 4 |
Whether or not you believe in the proven science that is global warming there are some pretty inconvenient truths that people will have to start accepting.
One of these is that from 2050 onwards there will be no Arctic ice during the summer. To give you some idea of how drastic a change that is here are some numbers:
At the moment, there is currently around 5.4 million km of ice in the Arctic, by Summer 2050 that will have been reduced to 0.
How do we know this? Well the University of Reading has developed an accurate new method for measuring how much ice is melting by analysing the 'melt ponds' that appear on the surface.
The record low so far has been 3.4 million km in 2012 which was drastically lower than the 1981-2010 average which stayed at a fairly steady 6.5 million km.
Interestingly this year has actually seen a slow down in the melting process due to cooler temperatures which have caused thicker ice formations.
Speaking to ITN, Professor Daniel Feltham from the University of Reading explains why 'melt ponds' are so vital to understanding the process.
"Melt ponds are crucial to the speed of the annual ice melt, as the dark water on the surface absorbs more energy from the sun than the white ice, which reflects much of it back into space."
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Get top stories and blog posts emailed to me each day. Newsletters may offer personalized content or advertisements.Learn more | <urn:uuid:4ef4d2a6-2f0c-4f71-b033-628516ad3da9> | CC-MAIN-2016-40 | http://www.huffingtonpost.co.uk/2014/06/17/global-warming-arctic-ice_n_5502396.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-40/segments/1474738662438.81/warc/CC-MAIN-20160924173742-00202-ip-10-143-35-109.ec2.internal.warc.gz | en | 0.961568 | 308 | 3.375 | 3 |
I just got back from a vacation road trip which included stops at a few antique malls. In one of the malls there was a black WWI German army wound badge. The black finish had been worn off of the high parts of the design exposing the brass metal that the badge was stamped from. The vender described the badge as “early WWI”. I am not sure what the vender meant by early; early issue of WWI or just a pre-nazi issue? In any event it reminded me of an observation that I have been making for decades that no one else seems to mention. The army and navy wound badges were first issued in March and June of 1918. At that time Germany was “on the ropes” and was suffering from serious shortages of food and metal resources. Therefore the wound badges issued during the first world war were all made of iron. Brass badges were privately made after the war ended to replace the original rusting iron badges. In my opinion a nice condition iron wound badge is much more scarce and valuable than the brass version. If the finish is not worn off on the high points of the badge use a magnet to separate the iron from the brass versions.
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Check out upcoming coin auctions. | <urn:uuid:e7ec6e13-6d2f-4ad6-b939-5b812d2719c6> | CC-MAIN-2015-18 | http://www.numismaticnews.net/militarist/wwi-german-wound-badges | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246661916.33/warc/CC-MAIN-20150417045741-00216-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.964581 | 392 | 2.875 | 3 |
The Flynano airplane we discussed earlier this week brings up a great question - what is an ultralight aircraft? An ultralight aircraft in the United States is defined by the FAA through this regulation:
If you read through that page you will find the following points:
The 155-pound weight limitation has been retained for unpowered designs and is the only criterion for those vehicles. Those ultralights equipped with powerplants must weigh less than 254 pounds empty weight. In addition, powered ultralight vehicles must have a fuel capacity not exceeding 5 U.S. gallons and be incapable of more than 55 knots calibrated airspeed at full power in level flight. The power off stall speed of a powered ultralight must not exceed 24 knots calibrated airspeed.
An ultralight is a single-seat aircraft that is used for Recreation or Sport Purposes. You can fly it during the day and must follow visual flight rules.
If you are willing to live within these restrictions, then an ultralight aircraft does not require registration and there is no license required for the pilot. The industry is basically self-regulated.
Under this definition, ultralights come in many different shapes and sizes. There is the cloth-wing ultralight as seen here:
Inflatable wing aircraft:
Rogallo wing aircraft:
Powered paraglider trikes:
More "traditional" plywood designs are also possible (although the description makes this one sound too heavy to be a true ultralight):
What do you do with your ultralight? One option is areotrekking:
If you would like to follow Brainstuff on Twitter or Facebook, here are the links: | <urn:uuid:9d749a3d-2261-4b45-bfdb-71361cb77ce8> | CC-MAIN-2014-52 | http://blogs.howstuffworks.com/brainstuff/how-ultralight-aircraft-work.htm | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802777454.142/warc/CC-MAIN-20141217075257-00010-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.940892 | 349 | 2.75 | 3 |
If you take a look at your legs and you find out many enlarge visible veins there, that’s what medical called varicose veins. Indeed, the veins may look knobby and thick and sometimes, it’s very visible with a dark blue or black stand out color. Although no serious effects occurred from varicose veins, it still can ache, heavy or itchy when it becomes large.
What causes varicose veins?
As we all know, blood is flowing through our body through veins and vessels. In varicose vein case, somehow the wall of the vein becomes weak in some sections. These weaken section then spread, widen and become more and more prominent. Now, if that occurs near the valve where the blood flows, the valve might be damaged and leaky. As a result, the blood flow might flow backward or reverse. Once this happens to one valve, there will be extra pressure on the vein for more valves will also leaky. Then, blood pools in the enlarged vein and makes the vein stand out from outside. Although it sounds scary, it doesn’t have any serious effects only make your legs appearance looks ugly, discomfort and somehow a little itchy.
Is there any way to avoid varicose veins?
Research reported that about 3 in 100 adults develop varicose veins at some time in their lives. Although it’s rare, it can happen to anyone, especially to women. Varicose veins develop more in women is because of these reasons:
Having a baby causing extra pressure on the veins and partly because of hormones during pregnancy tend to relax the vein walls. To put it simply, the more babies you have, the more the risk of permanent varicose veins developing in your legs. This condition will improve after childbirth when the pressure on the veins eases.
As people grow old, the will have many varicose veins. It’s common to happen like that.
Overweight can also cause varicose veins although it mostly happens to overweight women not men. (Not fair, right?)
Standing a lot
Standing a lot itself may not be the problem but if you stand for a long time by using high heels, then, you may develop varicose veins if you don’t stop.
Those are the natural causes but varicose veins can also be caused by some underlying disease such as:
- A previous blood clot or injury in a deep leg vein
- A swelling or tumor in the pelvis area which blocks the blood flows in the veins at the top of the leg. This might cause varicose veins although it’s rare to happen.
- Due to abnormal blood vessels in which some of the veins or arteries have not formed in normal ways. This happens very rarely so you don’t have to worry.
For women, there aren’t ways to avoid varicose veins for women can easily get varicose veins just by doing their daily life such as attending work or party using high heels, laboring, and most of all old age. Every human being in this world will age one day and therefore, raise the chance to get varicose veins.
Helps for stopping the bleeding of varicose veins
External bleeding from a ruptured varicose vein can be frightening but it’s actually not unusual and not that serious. There three ways to stop the bleeding. Those three ways are as follows:
You can stop the bleeding by yourself which is not that difficult to do. It’s worth to try before going to see a doctor or going to the hospital which will cost you a lot. If you decided to do it yourself at home, you can follow these steps written below to help stop the bleeding:
- Immediately apply constant pressure to the bleeding veins, with any soft item you can find such as towel or tissue or gauze. This is the first step and most important step.
- Elevate your leg (that has the bleeding veins) above the level of your heart. If that happens in the bathroom after having a shower, you can just lie on your bathroom floor and put your leg on the toilet seat to accomplish this step. Once you’ve done that, just relax. After 20 minutes past, you can look at the bleeding vein to make sure that it’s not bleeding anymore but don’t get up before the bleeding stop completely. Once the bleeding has stopped, keep compression on the veins.
- Keep the scab on vein undisturbed by covering it with a band-aid and avoid any rubbing over that are. You don’t want to make that bleeding again, don’t you?
- Go see your doctor or to the hospital to ask medical advice or treatment that can prevent the bleeding from happening again.
Different techniques can be used to remove the veins, depending on their site and severity. It isn’t a complicated procedure because many people can be treated as day cases but the healing is the long one. About one to three weeks rest may be needed afterward.
Just like sclerose means to be sealed, the vein is injected with a chemical that can close and seal it. This method has side effects and responsible for causing the skin staining and ulcers. Post-surgery, the vein needs to be compressed means; you have to wear bandaging or compression stockings for a few days or weeks. (Not recommended this method) | <urn:uuid:a5ffae15-63bf-4fb1-a217-d2ce0defefb4> | CC-MAIN-2017-34 | http://woundcaresociety.org/varicose-vein-cant-stop-bleeding | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886104565.76/warc/CC-MAIN-20170818043915-20170818063915-00634.warc.gz | en | 0.942866 | 1,127 | 2.578125 | 3 |
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Card Games - printables cards - many subjects.The are super simple, easy to use, but very powerful.Ordering Numbers Game, less than Greater gujarati ebooks in pdf than Game Practice.Crossword Puzzle Generators, crossword Puzzle - create your own puzzles, crossword Puzzle Maker - from Readwritethink.11-20, rectangular array) How many?So, you can choose from 1,000s of images to create the perfect word search.So, French teachers, lote teachers, Spanish teachers and more can use the word search creator in their classes as well.The word search makers are free word searches to print that you can use online to make personalized word searches with images as hints.Free On-Line Puzzle Maker - make word search or crossword puzzles.File Folder Games - download the template and create games.These can handle some foreign languages as well.
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Site for teachers PowerPoint show Acrobat document Word document whiteboard resource sound video format interactive lesson a quiz lesson plan to print Internet4classrooms is a collaborative effort by Susan Brooks and Bill Byles.Learning Subtraction Game, counting Down Method Subtraction, cross Out Method Subtraction.Word Search Maker - from Teach-nology (scroll down) Word Search Labs - Word Search Labs is the simplest way to build, print, share and solve word searches online.You can use less by just using 12 or whatever images.Addition Game-Fishing, learning Addition, learning Addition Game, counting Up Method Addition.Fun Math Games, learning Multiplication Game, number Sense Games for Kindergarten.Patterns Game Measurement Games for Kindergarten Ruler Games Taller or Shorter Same or Different Longer or Shorter Fewer, More or Equal Measuring Length Money Games for Kindergarten Equivalent Coins Games Counting Money Game Money Games Money Pioneer Game Language Arts, Science and Social Studies for.Telling Time Games for Kindergarten, telling Time - What Time Is It?Dice - virtual dice for games, elementary Word Search Maker - (for early childhood) from Teach-nology.Hidden Picture Pages - find the hidden pictures from Highlight Magazine. | <urn:uuid:dc37c0c4-cb60-468f-8323-5b458fa7e405> | CC-MAIN-2018-22 | http://traitement-hemorroides.eu/word-search-maker-for-kindergarten.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-22/segments/1526794870771.86/warc/CC-MAIN-20180528024807-20180528044807-00065.warc.gz | en | 0.781066 | 509 | 3.0625 | 3 |
Acrylate Butadiene Rubber
Surface loss of a material due to frictional forces.
The ability to resist mechanical wear. - The resistance of a material to loss of surface particles due to friction.
The act or process of one substance absorbing another substances liquid, gas or vapor into its interior.
A method in which an attempt is made to produce and measure the effects of natural aging in a shorter period.
Accelerated Life Test
Test conditions designed to reproduce, in a shortened time period, the deterioration a product will obtain in its normal conditions.
A compounding material used in small amounts with a vulcanizing agent to increase the speed of vulcanization. A chemical which speeds up the vulcanization of an elastomer.
A concept of exactness. When applied to a test method, it denotes the extent to which bias is absent; when applied to a measured value, it denotes the extent to which both bias and random error are absent.
Withstands the action of acids.
Defect in which the rubber adjacent to the mold parting line shrinks below the level of the molded product, often leaving the parting line ragged and torn.
Compounding material used in small proportions to increase the effectiveness of an accelerator.
The precise size of an o-ring or seal in decimal dimensions, inches or millimeters, including tolerances.
The tendency of a material to cling to a contact surface. The state in which two surfaces are held together by interfacial forces which may consist of molecular forces or interlocking action, or both.
Clinging or sticking of two surfaces.
The separation of two materials at the surface interface rather than within one of the materials itself.
Part of a cement system applied over prepared surfaces for bonding them to rubber
The adhesive force in accordance with this standard is the maximum force which arises when the elastomer is peeled off from the rigid plate of a standard test body at an angle of 90 °C
The surface retention of matter by other matter.
Clusters of particles of compounding materials contained in a continuous rubber phase.
(1) The irreversible change of material properties after environmental exposure for an interval of time; (2) Exposing materials to an environment for an interval of time.
Surface markings resulting from the trapping of air between the material being cured and the mold surface.
The vulcanization of a rubber product in air as distinguished from vulcanizing in a press or steam vulcanizer.
Surface markings or depressions due to trapping air voids in body or part due to entrapped gas between the materials being cured and the mold or press surface.
A unique composition of two or more polymers that has one or more of the polymers treated or processed in a special way to confer enhanced performance characteristics on the resulting material.
A positively charged particle consisting of two protons and two neutrons.
Materials with no definite arrangement of atoms.
A unit of length, an angstrom is one ten thousandth of a micron (10-4 µm) or 100,000,000 Ã =1 cm.
An etch process that exhibits little or no undercutting.
A high temperature processing step, designed to minimize stress in the crystal structure of the wafer.
A substance added to field latex to retard bacterial action which would otherwise cause rapid coagulation of the latex.
A compounding material used to retard deterioration caused by oxidation, ozone, light and combinations of these.
Anti-Extrusion Ring or Device
A washer like device of a relatively hard material placed in the gland between the o-ring and groove side wall also called a back up ring.
A thin ring installed on the low pressure side of a seal to prevent elastomer extrusion into the clearance gap.
A compounding material used to retard cracking caused by cyclic deformations.
Compounding material used to retard deterioration caused by oxidation.
A material which reduces the tendency for accumulation of electric charge on the surface of an article.
Compounding material used to retard deterioration caused by ozone.
Referred to here as a part of Reliability Engineering. Synonymous with the term Reliability Apportionment, which is the assignment of reliability goals from system to subsystem in such a way that the whole system will have the required reliability.
The attack strength S in mg of the sheet of test emery paper is the loss in mass of a defined test body from the control elastomer that is moved over this sheet under defined test conditions
A pressure vessel into which materials or articles can be placed and exposed to steam under pressure. It is commonly used for vulcanization.
A hydrocarbon process oil containing at least 35%, by mass, of aromatic hydrocarbons.
The residue from incineration of a material under specified conditions.
The process of removing photoresist with oxygen plasma.
Atmospheric pressure chemical vapor deposition (APCVD)
A method for depositing layers at atmospheric pressure.
A reduction in intensity of energy traveling through a medium or space.
An o-ring that seals on a plane perpendicular to its axis.
Compression on the top and bottom of the o-rings surface.
A washer like device of a relatively hard material placed in the gland between the o-ring and groove side wall, also called a back up ring.
Secondary post-curing operation designed to remove residual volatile materials.
An electron or positron emitted from a nucleus.
Brom Isobutene Isoprene Rubber
A transistor (consisting of an emitter, base and collector) whose action depends on the injection of minority carriers from the base by the collector.
A portion of a rubber compound of suitable volume to fill the cavity of a mold.
The exuding of a liquid compounding material from the surface of a vulcanized or unvulcanized rubber.
Deformity on the surface of a molded product.
A cavity within the lining material, between the lining materials layers, or between the lining and substrate.
A liquid or solid material that has migrated to the surface of a rubber, thereby changing appearance. Sometimes confused with surface dust.
A compounding material used to produce gas by chemical or physical action, or both, in the manufacture of hollow or cellular articles.
The union of materials by use of adhesives, usually used in related parts vulcanized after attaching.
Borophosphosilicate glass (BPSG)
A compound of boron, phosphorus, silicon and oxygen.
Monomer that is combined or reacted with itself or other types of monomers in a polymerization reaction to form a polymer.
The force required to overcome friction to start a body in motion over a surface.
The temperature at which elastomers break when subjected to an impact.
Tendency to crack upon deformation.
Bulk modulus of elasticity
Also known as compression modulus, the ratio of compressive force applied to a surface per unit surface area to the change in volume of the substance per unit volume.
Bumping, molding process
The application, release, and reapplication of pressure prior to the start of vulcanization to vent entrapped gases, thereby facilitating complete filling of the mold.
A general term for the copolymer butadiene and acrylonitrile also referred to as NBR or Nitrile.
A general term for the copolymers of butadiene and styrene.
A joint made in a rubber part before or after vulcanization by placing the two pieces to be joined edge-to-edge.
Isobutene Isoprene rubber (IIR), synthetic rubber, soft rubber, chlorobutyl and bromobutyl rubber as variants containing halogens with modified properties, high chemical resistance and high resistance to permeation, resistant to ozone and weathering
A machine with two or more parallel, counter rotating rolls with a controllable, roll-to-roll spacing, rotating at selected surface speeds and controlled temperatures, used for sheeting, laminating, skim coating (topping) and friction coating, to a controlled thickness and/or surface condition. A machine equipped with two or more heavy, internally heated or cooled rolls used for the continuous sheeting or "plying up" of rubber compounds.
A discrete device which stores electrical charge on two conductors separated by a dielectric.
Elemental carbon in finely divided form used to reinforce elastomeric compounds.
A chemical in small quantities which accelerates a chemical reaction without itself necessarily becoming part of the final product.
Rubber products which contain cells or small hollow receptacles. The cells may either be open or interconnecting or closed and not interconnecting.
The formation of a powdery residue on the surface of a rubber, commonly resulting from surface degradation.
Typically, a gas or plasma cleaning of the chamber to prevent the buildup of polymer or contamination on the chamber walls.
An analytical technique for displaying the relationship between process parameters and manufacturing stations.
The short, shallow cracks on the surface of a rubber product, resulting from damaging action by environmental conditions.
Chemical vapor deposition (CVD)
A method for depositing some of the layers which function as dielectrics, conductors or semiconductors. A chemical containing atoms of the material to be deposited reacts with another chemical, liberating the desired material, which deposits on the wafer while by-products of the reaction are removed from the reaction chamber.
A chemical adsorption process in which weak chemical bonds are formed between gas or liquid molecules and a solid surface.
Die or device, one of the individual integrated circuits or discrete devices on a wafer.
Chloro Isobutene Isoprene Rubber (CIIR)
The abbreviation for cloth inserted, indicating a sheet of rubber containing one or more plies of fabric covered with rubber.
A compounding ingredient used in small amounts to increase the cross-linking efficiency of certain no sulfur vulcanizing systems or to modify the properties given by such systems.
Coefficient of Thermal Expansion
Average material expansion per one degree change in temperature, expressed as a fraction of the initial dimension.
Coefficient of friction
The force in the direction of motion required to move one surface with respect to another, divided by the force normal to the two surfaces.
A rupture occurring entirely within any single uniform layer of the assembly.
Continued deformation under stress.
O-Ring flexibility (resistance to cracking and breaking) at low temperatures.
The ability of an o-ring to function at low temperatures.
Complementary metal oxide semiconductor (CMOS)
N- and P-channel MOS transistors on the same chip.
One of the two or more monomer species that polymerize to form a copolymer.
A mixture of an elastomer and other ingredients to produce a rubber like material.
Thermoset molding technique in which the uncured rubber compound is put in a heated open mold cavity and closed under pressure. The material then flows completely filling the cavity.
The residual deformation of a material after removal of the compressive stress.
A seal composed of two or more dissimilar materials.
The storage of a rubber, under specified conditions (time, temperature, humidity) prior to testing.
To conduct or transmit heat or electricity.
Glue, used for the application of pre-vulcanized rubber material
Discoloration of a product by another material or by a rubber article in the area directly touching it.
A polymer consisting of two different monomers chemically combined.
Fissure(s) originating in the surface of a vulcanized n rubber or product as a result of natural weathering.
Fissure(s) originating in the surface of a vulcanized rubber, resulting from cyclic deformation (usually bending).
Fissure(s) originating in the surface of a vulcanized rubber, caused by exposure to an ozone-containing environment; the fissure(s) are perpendicular to the direction of strain.
A surface effect on rubber articles characterized by many minute cracks.
The deformation, in either cured or uncured rubber under stress, which occurs with lapse of time after the immediate deformation.
Arrangement of previously disordered polymer segments of repeating patterns into geometric symmetry.
Chemical bond bridging one polymer chain to another.
Compounding material that produces cross-linking in rubber.
An O-ring as viewed if cut at right angles to the axis showing internal structure.
Chloro Sulfonated Polyethylene
The act of vulcanization. See Vulcanization.
The act of vulcanization; a description of a definite time and temperature of vulcanization.
The distance between cuts or parallel faces of articles produced by repetitive slicing or cutting of long pre-shaped rods or tubes such as lathe cut washers.
An expression of the ratio of two values of power or voltage in logarithmic terms.
Any of various processes used to remove the waste edge from a molded rubber part.
The mass-per-unit volume of a material.
Process in which layers are formed as the result of a chemical reaction in which the desired layer material is formed and coats the wafer surface.
Design Failure Mode and Effects Analysis (DFMEA)
An analytical technique used by a design responsible engineer/team as a means to assure, to the extent possible, that potential failure modes and their associated causes/mechanisms have been considered and addressed.
Design for Manufacturability and Assembly
A simultaneous engineering process designed to optimize the relationship between design function, manufacturability; and ease of assembly.
Design Information Checklist
A mistake proofing checklist designed to assure that all important items are considered in establishing design requirements.
A proactive process to prevent problems and misunderstandings.
Testing to ensure that product conforms to defined user needs and/or requirements. Design validation follows successful design verification and is normally performed on the final product under defined operating conditions. Multiple validations may be performed if there are different intended uses.
Testing to ensure that all design outputs meet design input requirements.
Compounding material used to irreversibly absorb moisture present (in a rubber mix) particularly for the purpose of minimizing risk of porosity during vulcanization.
Chemical used to remove areas defined in the masking and exposure step of wafer fabrication.
Diametral Clearance Gap
The difference in diameters between two mating surfaces.
The difference in the amount of force being exerted on the high pressure side of a seal relative to the low pressure side
The measure of a product's ability to resist passage of a disruptive discharge produced by an electric stress; the voltage that an insulating material can withstand before breakdown occurs,
Difference between the dimensions of the cross section of an extrudate and the corresponding dimensions of the die orifice by which the extrudate is formed.
A material that conducts no current when it has voltage across it.
A polymer formed from one or more monomer species, at least one of which is a diolefin.
The spontaneous mixing of one substance with another when in contact with, or separated by, a permeable membrane or microporous barrier.
A molecule with positive and negative charge centers.
Dispersing agent (latex)
A surface-active substance used to facilitate the suspension of solid compounding materials in a liquid medium and to stabilize the dispersion thereby produced.
Dispersion (the act of)
Application of shearing forces to distribute one or more compounding materials uniformly throughout the mass of a continuum material.
An element that alters the conductivity of a semiconductor by contributing either a hole or electron to the conduction process. For silicon, the dopants are found in Groups III and V of the periodic table.
The introduction of impurity atoms (dopants) into the crystal lattice of a semiconductor.
Etching a process resulting in the selective removal of material, achieved by the use of gas or plasma.
The growth of silicon dioxide using oxygen and hydrogen, which forms water vapor at process temperatures, rather than using water vapor directly.
A compact, firm, heavy, plain weave fabric made from cotton or synthetic fibers, or a combination of both. Duck is also known as canvas, army duck, belt duck harvester duck, hose duck and shoe duck.
A flat specimen having a narrow, straight central portion of essentially uniform cross section.
An arbitrary numerical value that measures the resistance to indentation of the blunt indenter point of the durometer. Shore hardness, Shore A for soft rubber, Shore D for Ebonite/hard rubber
Dynamic random access memory (DRAM)
Memory device for the storage of digital information. The information is stored in a volatile state.
A seal used in an environment that subjects it to movement.
The greatest stress that a material is capable of sustaining without any permanent strain remaining upon complete release of the stress.
The tendency of a material to return to its original shape after deformation.
A general term used to describe both natural and synthetic polymers possessing the resilience to return to its original shape after deformation.
A material that has a tendency to attract electrons to itself.
Percentage increase in original length of a specimen produced by a tensile force applied to the specimen.
A surface-active substance used to facilitate the dispersion of an immiscible liquid compounding material in another liquid and to stabilize the emulsion thereby produced.
(Greek for arranged upon) the growth of a single-crystal semiconductor film upon a single-crystal substrate.
Erasable programmable read-only memory (EPROM)
Device that allows stored information to be erased; erasing is typically accomplished with ultraviolet light. Esters a compound formed by the elimination of water and the bonding of an alcohol and an organic acid.
a process for removing material in a specified area through a wet or dry chemical reaction or by physical removal, such as a sputter etch.
A process step that uses heat to change a material (metal or metal alloy) from its solid state to a gaseous state with a result of the source being deposited on wafers. Both electron beam and filament evaporation are common in semiconductor fabrication.
Cellular rubber having closed cells made from a solid rubber compound.
Method of defining patterns by the interaction of light or other form of energy with photoresist that is sensitive to the energy source.
An organic material used to augment the polymer in a compound.
A device for determining elongation of a specimen as it is strained.
The material that issues from an extruder.
Machine designed to force a rubber or rubber mix through an orifice, which is often shaped to the geometry of the desired product. machine for continuous forming of rubber by forcing through a die.
1) Distortion, under pressure, of portion of seal into clearance between mating metal parts. 2) Material, under pressure, which is forced through the opening of a die in order to obtain a desired cross sectional shape.
Failure Modes Analysis (FMA)
A formal, structured procedure used to analyze failure mode data from both current and prior processes to prevent occurrence of those failure modes in the future.
Fatigue life (dynamic)
The number of deformations required to produce a specified state of fatigue breakdown in a test piece or product that is deformed under a prescribed set of conditions.
A determination that a process, design, procedure, or plan can be successfully accomplished in the required time frame.
The region on an electrical device where the oxide serves the function of a dielectric.
Relatively inexpensive and inert material added to an elastomer to reinforce or modify properties.
The quality or appearance of the machined surface of a mold.
The quality or appearance of the surface of a rubber product.
Finite Element Analysis
A technique for modeling a complex structure. When the mathematical model is subjected to known loads, the displacement of the structure may be determined.
A surface split or crack.
The excess material protruding from the surface of a molded part at the mold junctions.
Surface imperfections that occur infrequently.
A cracking condition of the surface of rubber articles such as tires and footwear, resulting from constantly repeated bending or flexing in service.
Ability of a material to flex without permanent distortion or breaking.
Surface imperfections due to improper flow and failure of stock to knit or blend with itself during the molding operation.
Elastomer also known as fluoroelastomer.
A fluorinated silicone elastomer.
Foam stabilizer (latex)
A substance used in the preparation of latex foam to help stabilize the foam latex before gelation, drying and vulcanization.
A list of the materials and their amounts used in the preparation of a compound.
The number of periodic oscillations, vibrations or waves per unit of time.
Resistance to motion due to the contact of surfaces
A piece of equipment containing a resistance heated element and a temperature controller. It is used to maintain a region of constant temperature with a controlled atmosphere for the processing of semiconductor devices.
Furnace carbon black
Type of carbon black produced by the decomposition reaction of hydrocarbons when injected into a high-velocity stream of combustion gases under controlled conditions.
Gallium arsenide (GaAs)
A semiconductor material with the advantage of producing radiation resistant and higher speed devices than those produced using silicon as a substrate.
Glass transition point
Temperature at which a material loses its glass-like properties and becomes a semi-liquid.
A deformable material clamped between essentially stationary faces to prevent the passage of matter through an opening or joint.
The openings in an injection or transfer mold that ensure even flow into the cavity.
A thin, high-quality silicon dioxide film that causes the induction of charge, creating a channel between source and drain regions of an MOS transistor.
Gel, dry rubber
The portion of unvulcanized rubber insoluble in a chosen solvent.
A cavity into which a seal is installed.
The unidirectional orientation of rubber or filler particles occurring during processing (extrusion, milling, calen- dering) resulting in anisotropy of a vulcanized rubber.
(1) The resistance to deformation of a rubber stock in the uncured state. (2) Uncured adhesion between plied or spliced surfaces.
The machined glandular recess into which the o-ring is fitted.
Compound a rubber compound containing only those ingredients necessary for vulcanization and small amounts of other ingredients for processing, coloring and improving the resistance to aging.
Ability to resist a distorting force.
Loss of physical properties as a result of exposure to heat.
The accumulation of thermal energy generated within a material as a result of hysteresis, evidenced by an increase in temperature.
The accumulated amount of heat a rubber stock has been subjected to during processing operations, usually after incorporation of the vulcanizing agents. Incipient cure or scorch can take place if heat history has been excessive.
Rubber compounds capacity to undergo exposure to some specified level of elevated temperature and retain a high level of its original properties.
An international unit for frequency the number of cycles per second.
Polymer composed of differing monomers
The absence of a valence electron in a semiconductor crystal. Motion of a hole is equivalent to motion of a positive charge.
Having uniform composition or structure.
Repeated passage of raw rubber through a mill or other mixing device, under specified conditions, to ensure uniformity.
A polymer formed from a single monomer species.
Hybrid integrated circuit
A structure consisting of an assembly of one or more semiconductor devices and a thin film integrated circuit on a single substrate, usually ceramic.
Unusually strong dipole-dipole attractions that occur among molecules in which hydrogen is bonded to a highly electronegative atom.
Chemical decomposition of a substance involving the addition of water.
Affinity toward water (water-loving); a hydrophilic surface is one that will allow water to spread across it in large puddles.
Aversion to water; a hydrophobic surface will not allow large puddles of water, but rather will form droplets. These surfaces are often termed "de-wetted."
Attracts and absorbs water.
The lagging of strain behind stress during deformation.
The inside diameter
Sobutene Isoprene Rubber (usually designated butyl rubber)
Resistance to fracture under shock force. Impedance the total opposition offered by an electric circuit to the flow of an alternating current. It is the combination of resistance and reactance.
A material used to suppress a chemical reaction.
Process where preheated rubber is injected under pressure through a closed mold cavity.
Mixing unit for the production of rubber mixtures
Interlayer dielectric (ILD)
Films that insulate between the wafer surface and the first metal layer. They are typically some form of doped silicon dioxide, formed by reaction between a silicon source gas (silane or TEOS), an oxidizing gas (O2, N2) and dopant source gases.
Intermetal dielectric (IMD)
Films that insulate between two layers of conductive metal.
An atom that has either gained or lost electrons, making it a charged particle.
Introduction of selected impurities (dopants) by means of high-voltage ion bombardment to achieve desired electronic properties in defined areas.
The electrostatic attraction between oppositely charged ionsâ€"characterized by electron transfer.
A polymeric molecular structure containing a sequence of regularly spaced asymmetric atoms arranged in like configuration in the polymer chain.
Having the same properties in all directions.
An organic compound containing the carbonyl group -C=O.
The minimum force required to maintain a body in motion over a surface.
Where raw stock did not unite into a homogeneous mass during the vulcanization. This is also called poor knitting. See Flow marks
A joint made by overlapping the edge of one piece of material flat over the edge of another.
Colloidal aqueous dispersion of rubber.
Layer thickness of the rubber lining
Thickness of the rubber lining applied, usually nominal thickness +/- 10 %
The rate at which a fluid passes through a barrier.
A laboratory test of the amount and duration of a products resistance to destructive forces.
Light-emitting diode (LED)
A semiconductor device in which the energy of minority carriers in combining with holes is converted to light.
A custom seal, static or dynamic, that seals on a flexible extension.
A mass of material or collection of articles of similar composition and characteristics.
Low Temperature Flexibility
The ability of an elastomeric product to be flexed at low temperatures without cracking.
The probability that a failed system can be made operable in a specified interval or downtime.
A bar, serving as a core, around which rubber is extruded, forming a center hole.
A glass plate covered with an array of patterns used in the photomasking process. Mask patterns may be formed in emulsion, chrome, iron oxide, silicon or a number of other opaque materials.
A homogeneous mixture of rubber and one or more materials in known proportions for use as a raw material in the preparation of the final compounds.
A breakdown or softening of raw rubber, or a mix, by the combined action of mechanical work (shear) and atmospheric oxygen, sometimes accelerated by the use of a peptizer and frequently at elevated temperatures.
Points where different parts of an assembly meet.
Ability of an elastomeric material to return to its original shape after deformation.
1) the deposition of a thin film pattern of conductive material onto a substrate to provide interconnection of electronic components or to provide conductive contacts. 2) the layer of high-conductivity metal used to interconnect devices on a chip. Aluminum is commonly used.
Hardness measured with an instrument having a smaller indentor and applying a lower force than the standard instrument, permitting measurements on smaller specimens or thinner sheets that are not amenable to measurement by normal instruments.
A unit of length, one millionth of a meter.
A machine with two horizontal rolls revolving in opposite directions used for the mastication or mixing of rubber.
a defect resulting from differing cross-section dimensions in adjacent mold halves.
A machine that incorporates and disperses compounding ingredients into rubber to form a mix or a compound through the action of mechanical work (shear).
A machine with a closed cavity in which a specially shaped rotor (or rotors) masticates the rubber or incorporates and disperses compounding materials into the rubber, or both.
Driven pair of rollers for the production of rubber mixtures as well as for the plasticizing, homogenizing, preheating and rough-crushing of rubber
The ratio of stress to strain. In the physical testing of rubber, the load necessary to produce stated percentage of elongation, compression or shear.
Modulus of Elasticity
Ratio of the stress to the strain as measured on a rubber specimen.
See tensile stress, at given elongation the preferred term.
Hollow space in the mold designed to impart the desired form to the product being made.
Means used to align the parts of a mold.
Surface imperfection transferred to a molded product from corresponding marks on a mold.
See release agent (mold).
The process of forming a material to a desired shape by flow induced by a force applied after a material is placed in the mold cavity.
The process of forming a material by forcing it from an external heated chamber through a gate into the cavity of a closed mold by means of a pressure gradient that is independent of the mold clamping force.
The difference in dimensions between a molded product and the mold cavity in which it was molded, both the mold and product being at normal room temperature when measured.
The process of forming a material by forcing it from an auxiliary heated chamber through a gate into the cavity of a closed mold by means of a pressure gradient that is dependent on the mold clamping force.
Smallest quantity of a substance that retains the properties of that substance.
A low molecular weight substance consisting of molecules capable of reacting with like or unlike molecules to form a polymer.
A measure of the incipient curing characteristics of a rubber compound using the Mooney viscometer.
A measure of the viscosity of a rubber or rubber compound determined in a Mooney shearing disc viscometer.
Natural rubber or polymer of isoprene (NR), lower degree of cross-linking than hard natural rubber, high abrasion resistance, medium chemical resistance
Acrylnitrile-butadiene rubber (usually designated nitrile rubber)
Acrylnitrile Chloroprene Rubber.
The localized reduction in cross section that may occur in a material under tensile stress.
Photoresist that remains in areas that were not protected from exposure by the opaque regions of a mask while being removed by the developer in regions that were protected. A negative image of the mask remains following the development process.
Trade name, the usual designation in the USA for chlororprene rubber
The elastic resistance of unvulcanized rubber or rubber compounds to permanent deformation during processing.
A three-dimensional structure formed by interchain or bonding of polymer molecules in combination with chain entanglements.
Progressive mode of seal failure that occurs when excessive pressure forces a portion of the o-ring into a clearance gap.
The radial clearance between rolls of a mill or calender on a line of centers.
Acrylnitrile Isoprene Rubber
Copolymer of Butadiene and Acrylonitrile presently the industry’s most common elastomer.
The absence of a bloom.
A defect in a finished rubber product caused by the rubber failing to completely fill the mold.
Pertaining to an element or compound which has no permanent dipole moment.
Approximate size of an o-ring or seal in fractional dimensions.
Natural Rubber (latex), plantation rubber
Quality Planning Sign-Off
A review and commitment by the Product Quality Planning Team that all planned controls and processes are being followed.
Process by which materials are entrapped within the folds of a given substance during manufacture.
The outside diameter of an o-ring.
Misalignment of mold halves causing out-of round O-ring cross section.
Ability of a vulcanized rubber to resist the swelling and deteriorating effects of various type of oils.
A family of hydrocarbons with one carbon-carbon double bond.
A polymer consisting of only a few monomer units, such as a dimer, trimer, tetramer, etc., or their mixtures.
A cell not totally enclosed by its walls and hence interconnecting with other cells.
State of vulcanization at which maximum desired property is attained.
In this application the inner or outer member if the gland moves in an arc around the axis of a shaft, most commonly used in faucets.
The release of adsorbed or occluded gases or water vapor, usually by heating.
The addition of another layer of lining over an in-place lining construction before
A chemical reaction in which a compound loses electrons.
The surface cracks, checks, or crazing caused by exposure to an atmosphere containing ozone.
The ability of rubber to withstand exposure to ozone without cracking or breaking.
A collar or gasket used to seal mechanical devices to retain fluids under pressure or seal out foreign matter.
Straight-chain hydrocarbons of the methane series.
The parting force is the adhesive force related to the width of the test body
The final layer in a semiconductor device, forming a hermetic seal over the circuit elements. Plasma nitride and silicon dioxide are materials primarily used for passivation.
Most often as a final passivation layer.
A thin film of an optical-grade polymer that is stretched on a frame and secured to a mask or reticle. This solves the problem of airborne contamination forming on the mask. The pellicle keeps the dirt out of the focal plane.
A fully fluorinated fluoroelastomer. charges. Polar molecules ionize in solution and impart conductivity.
The permanent distortion of an elastomer after being strained.
The permeation rate divided by the pressure gradient of the gas or vapor.
The permeation rate divided by the pressure differential of a gas or vapor between opposite faces of a solid body.
The flow rate of a gas or vapor, under specified conditions, through a prescribed area of a solid body, divided by that area.
An insoluble compounding material used to impart color.
A small, pore-like defect or leak extending entirely through the lining thickness and appearing as a discontinuity; synonymous with "holiday".
High-energy gas made up of ionized particles.
Plasma-enhanced chemical vapor deposition(PECVD)
A deposition system primarily used for deposition of silicon oxide and silicon nitride films. A plasma is used in addition to a heat source which allows for lower temperature processing (200°/400°C).
The use of energized gases to chemically remove a surface.
A silicon-nitrogen film deposited using
(1) A measure of the resistance to shear of an unvulcanized elastomer; (2) A tendency of a material to remain deformed after reduction of the deforming stress to or below its yield stress.
A compounding material used to enhance the deformability of a polymeric compound.
Uneven blister-like elevations, depressions, or pimpled appearance.
Describing a molecule or radical that has, or is capable of developing, electrical
Polychloroprene Chloroprene Rubber (CR)
Synthetic rubber, polymer of 2-chlorobutadiene, can be vulcanized to soft rubber, shows good chemical resistance as well as resistance to ageing, weathering and abrasion, and has medium resistance to oils
Polyisoprene Isoprene Rubber (IR)
Synthetic version of natural rubber, is used instead of or mixed with natural rubber, can be processed to hard or soft rubber
A substance consisting of macromolecules characterized by the repetition (neglecting ends, branch junctions and other minor irregularities) of one or more types of monomeric units.
A three-dimensional reticulate structure formed by chemical or physical linking of polymer chains.
Polycrystalline silicon, extensively used as conductor or gate material in a highly doped state.
The presence of numerous small holes or voids.
Heat or radiation treatment, or both, to which a cured or partially cured thermosetting plastic or rubber composition is subjected to enhance the level of one or more properties.
The period of time during which a reacting thermosetting plastic or rubber composition remains suitable for its intended use after mixing with a reaction-initiating agent.
Preliminary Bill of Material
An initial Bill of Material completed prior to design and print release.
Preliminary Process Flow Chart
An early depiction of the anticipated manufacturing process for a product.
Process Failure Mode and Effects Analysis (PFMEA)
An analytical technique used by a manufacturing responsible engineer/ team as a means to assure that, to the extent possible, potential failure modes and their associated causes/mechanisms have been considered and addressed.
Product Assurance Plan
A part of the Product Quality Plan. It is a prevention-oriented management tool that addresses product design, process design, and when applicable software design.
Production Trial Run
Product made using all production tools, processes, equipment, environment, facility; and cycle time.
The first coat of an adhesive system applied over a prepared surface for adhesion of rubber.
A physical adsorption process in which there are van der Waals forces of interaction between gas or liquid molecules and a solid surface.
A material commonly used for dielectrics before metalization, also for passivation. These films are composed of phosphorous-doped silicon dioxide.
The light-sensitive organic polymer film spun onto wafers and exposed using high-intensity light through a mask. The exposed photoresist is dissolved with developers, leaving a pattern of photoresist which allows etching to take place in some areas while preventing it in others.
Vapor deposition (PVD) the layering of a vapor, usually by means of evaporation or sputtering.
The relative ease with which raw or compounded rubber can be handled in rubber machinery.
A compounding material that improves the processability of a polymeric compound.
A concept of uniformity based on the magnitude of the random errors. The smaller the random errors, the higher the precision.
The principal, highest concentration accelerator used in a vulcanizing system.
O-ring or seal having compression applied to its outside diameter (O.D.) and inside diameter (I.D.).
Compression on an O-ring outside diameter (O.D.) and inside diameter (I.D.).
Atoms or polyatomic molecules with at least one unpaired electron.
A multi-step wet chemical process to clean wafers before oxidation; named after RCA, the company that invented the procedure.
Reactive ion etching (RIE)
An etching process that combines plasma and ion beam removal of the surface layer. The etchant gas enters the reaction chamber and is ionized. The individual molecules accelerate to the wafer surface. At the surface, the top layer removal is achieved by the physical and chemical removal of the material.
Rebound is a measure of the resilience, usually as the percent- age of vertical return of a body which has fallen and bounced.
The rebound resilience R is the ratio of the energy recovered to the energy expended
Method of deter - mining the resilient properties of vulcanized rubber, by measuring rebound of a steel ball or pendulum falling from a definite height onto a rubber sample.
A formula, mixing procedure and any other instructions needed for the preparation of a product.
Dynamic seal used to seal piston or seals.
The degree to which a rubber product returns to its normal dimensions after being distorted.
The act of increasing the mechanical performance capability of a rubber by the incorporation of materials that do not participate significantly in the vulcanization process.
Release agent (mold)
A substance applied to the inside surfaces of a mold or added to a material to be molded, to facilitate removal of the product from the mold.
The probability that an item will continue to function at customer expectation levels at a measurement point, under specified environmental and duty cycle conditions.
The variation in the average of measurements made by different operators using the same gage when measuring identical characteristics of the same parts.
The property of a material that enables it to return to its original size and shape after removal of the stress which causes the deformation.
The ratio of output to input mechanical energy in a rapid deformation and recovery cycle of a rubber specimen.
The ratio of the electric potential gradient to the current density when the gradient is parallel to the current in the material.
A material used to reduce the tendency of a rubber compound to vulcanize prematurely.
A reproduction of the pattern to be imaged on the wafer (or mask) by a step-and-repeat process. The actual size of the pattern on the reticle is usually several times the final size of the pattern on the wafer.
Deterioration of vulcanizate properties that may occur when vulcanization time is extended beyond the optimum. A similar change in properties after air aging at elevated temperatures. Natural rubber, butyl, polysulfides and epichlorobydrin polymers exhibit this effect (extreme reversion may result in tackiness). Most other polymers will harden and suffer loss of elongation on hot air aging.
Rubber Manufactures AssociationRCA, the company that invented the procedure.
Root Mean Square - The measure of surface roughness, obtained as the square root of the sum of the squares of micro-inch deviation from true flat.
Root Mean Square - The measure of surface roughness, obtained as the square root of the sum of the squares of micro-inch deviation from true flat.
High performance extruder with wide extrusion head and two-roller calendar
Seals for rotating shafts, with the turning shaft protruding through the I.D. of the o-ring.
A material that exhibits elastic properties that allow recovery from large deformations quickly and forcibly. A tough, waterproof substance obtained through polyme- ric synthesis or in natural form from the sap of various species of plants or trees.
Rubber hardness degree, international (IRHD)
A measure of hardness, the magnitude of which is derived from the depth of penetration of a specified indentor into a specimen under specified conditions. The scale is so chosen that zero would represent a material showing no measurable resistance to indentation, and 100 would represent a material showing no measurable indentation.
Colloidal aqueous emulsion of an elastomer.
A natural product from the juices of tropical plants
Calendered Several plyers of thin rubber foils of the same or different qualities applied to one rubber sheet
Rubber sheets - extruded
Continuous extrusion of rubber sheets or hoses in one layer
Rubber sheets – precured
Rubber sheets, partially or completely cured in an autoclave prior application
Man made elastomers such as Nitrile.
The secondary feed channel for transferring material under pressure from the inner end of the sprue to the cavity gate.
Society of Automotive Engineers.
Styrene Butadiene Rubber
Scanning electron microscope (SEM)
Microscope used to magnify images as much as 50,000 times by means of scanning with an electron beam. The impinging electrons cause electrons on the surface to be ejected. The ejected electrons are collected and translated into a picture of the surface.
A connection made with two ends cut at an angle and overlapping.
Premature vulcanization of a rubber compound, generally due to excessive heat history. Also see Mooney Scorch;
The time to incipient cure of a compound when tested in the Mooney shearing disk viscometer under specific conditions.
Premature curing of rubber during storage or processing, usually caused by excess heat.
Any material or device that prevents or controls the passage of matter across the separable members of a mechanical assembly.
A product of precise dimensions molded in one piece to the configuration of a torus with circular cross section, suitable for use in a machined groove for static or dynamic service.
Accelerator used in smaller concentrations, compared to the primary accelerator, to achieve a faster rate of vulcanization.
A material whose electrical resistivity is intermediate between that of conductors and insulators, in which conduction takes place by means of holes and electrons.
Strain remaining after complete release of the force producing the deformation.
Rotating or reciprocating component that operates within a cylinder or housing.
The potential degradation of seal performance capabilities due to exposure of o-ring elastomers to stressful environmental factors during storage
Length of time a molded compound can be stored without suffering significant loss of physical properties.
The sudden application of an external force.
Shore A Hardness
An indentation method of rating the hardness of rubber using a Shore Durometer with the A scale from 0 to 100.
Contraction of molded rubber upon cooling.
A compound of silicon with a refractory metal. Common silicide semiconductor films (used as interconnects) include titanium, tungsten, tantalum and molybdenum.
Silicon dioxide (SiO2)
A non-conducting layer that can be thermally grown or deposited on silicon wafers. Thermal silicon dioxide is commonly grown using either oxygen or water vapor at temperatures above 900°C.
Silicon nitride (Si3N4)
A nonconductive layer chemically deposited on wafers at temperatures between 600° and 900°C.
Any of a group of semi-inorganic polymers based on the structural unit R2SiO, where R is an organic group, characterized by wide-range thermal stability, high lubricity, extreme water repellence, and physiological inertness and used in adhesives, lubricants, protective coatings, paints, electrical insulation, synthetic rubber, and prosthetic replacements for body parts.
Poly dimethyl siloxane elastomer.
A way of simultaneously designing products, and the processes for manufacturing those products, through the use of cross functional teams to assure manufacturability and to reduce cycle time.
The practice of mimicking some or all of the behavior of one system with a different, dissimilar system.
A relatively dense layer at the surface of a cellular material.
Plantation natural rubber sheets that, after passing through a mill that puts the conventional ribbing design on them, are washed and hung on racks in a smoke house where they undergo a combined smoking and drying process.
Product and process characteristics designated by the customer including govern- mental regulatory and safety; and/or selected by the supplier through knowledge of the product and process.
The ratio of the mass of a unit volume of a material to that of the same volume of water at a specified temperature.
A joint or junction made by lapping or butting edges, straight or on a bias, and held together through vulcanization or mechanical means.
(1) The primary feed channel that runs from the outer face of an injection or transfer mold to mold gate in a single cavity mold or to runners in a multiple cavity mold; (2) The piece of material formed or partially cured in the primary feed channel.
A mark, usually elevated, left on the surface of an injection or transfer molded part, after removal of the sprue.
Cross section diametrical compression of O-ring between bottom surface of the groove and surface of other mating metal part in the gland assembly.
Standard clean one
A mixture of ammonium hydroxide, hydrogen peroxide and UPDI. The first step in the RCA Cleaning process, which is designed to remove organic material.
Standard clean two
A mixture of hydrochloric acid, hydrogen peroxide and UPDI. The second step in the RCA Cleaning process, which is designed to remove metals and other inorganic material.
State of cure
The cure condition of a vulcanizate relative to that at which optimum physical properties are obtained.
A seal in which the sealing surfaces do not move relative to each other.
Thermal silicon dioxide grown by bubbling a gas (usually oxygen or nitrogen) through water at 100°C.
A machine which steps a reticle directly onto the wafer. A reticle can be produced at lower defect level and with tighter dimensional control than an entire mask, resulting in wafer images having fewer defects. Alignment of reticle to wafer is accomplished by reflecting a laser beam through a special reticle pattern (alignment target) and off a corresponding pattern on the wafer.
The increase in static friction resulting from prolonged seal compression.
Storage life, shelf
The period of time after production during which a material or product that is stored under specified conditions retains its intended performance capabilities.
The unit change, due to force, in the size or shape of a body referred to its original size or shape.
Force per unit of original cross sectional area required to stretch a specimen to a stated elongation.
The decrease in stress after a given time of constant strain.
Removal process; usually refers to photoresist.
A major part of a system which itself has the characteristics of a system, usually consisting of several components.
A component of many equipment systems on which the wafer is
Increased seal volume caused by exposure to adverse operating conditions, such as exposure to oils, fluids, heat and the like
The increase in volume of a specimen immersed in a liquid or exposed to a vapor.
A combination of several components or pieces of equipment integrated to perform a specific function.
The ability to adhere to itself; a sticky or adhesive quality.
The material to be sputtered during the sputtering process.
Team Feasibility Commitment
A commitment by the Product Quality Planning Team that the design can be manufactured, assembled, tested, packaged, and shipped in sufficient quantity at an acceptable cost, and on schedule.
Mechanical rupture initiated and propagated at a site of high stress concentration caused by a cut, defect or localized deformation.
Resistance to the growth of a nick or cut in a rubber specimen when tension is applied.
The maximum force required to tear a specified specimen, the force acting substantially parallel to the major axis of the test specimen.
Lowest temperature at which rubber remains flexible and highest temperature at which it will function.
Force in pounds per square inch (psi) required to break the rubber specimen.
The applied force per unit of original cross sectional area of a specimen.
Tensile Stress at Given Elongation
The tensile stress required to stretch a uniform section of a specimen to a given elongation.
Fracture, through crack growth, of a component or test specimen subjected to a repeated tensile deformation.
Increase in the length of an elastometric specimen following initial stretching and release.
A polymer formed from three monomer species.
Thermal carbon black
Type of carbon black produced under controlled conditions by the thermal decomposition of hydrocarbon gases in the absence of air or flames.
A process by which dopant atoms diffuse into the wafer surface by heating the wafer in the range of 1,000°C and exposing it to vapors containing the desired dopant.
Irreversible and undesirable change in the properties of a material due to exposure to heat.
Linear or volumetric expansion caused by temperature increase.
A diverse family of rubberlike materials that, unlike conventional vulcanized rubbers, can be processed and recycled like thermoplastic materials.
Rubber that does not require chemical vulcanization and will repeatedly soften when heated and stiffen when cooled; and which will exhibit only slight loss of its original charac- teristics.
Materials that undergo a chemical cross linking of molecules when processed, heated and molded, and therefore can not be reshaped.
Chemically vulcanized rubber that cannot be re-melted or remolded without destroying its original characteristics.
A plan that lists tasks, assignments, events, and timing required to provide a product that meets customer needs and expectations.
Alternative name for a mold
The characteristic of a surface referring to its degree of flatness and smoothness.
A turning or twisting force generally associated with the rotation of the shaft.
Torr pressure unit
International standard unit replacing the English measure, millimeters of mercury (mm-Hg).
Method of molding thermosetting materials. The elastomeric compound is placed in a transfer chamber which is part of the mold, heated, then squeezed down through a sprue, a runner, and agate leading into a closed mold cavity.
A test method for approximating the low-temperature capabilities of an elastomer.
Transition, first order
A reversible change in phase of a material; in the case of polymers, usually crystallization or melting.
A semiconductor device that uses a stream of charge carriers to produce active electronic effects. The name originated from the electrical characteristic of transfer resistance.
The process Involving removal of mold flash.
The % of specimen stretching at the point of breaking.
Ultrapure deionized water (UPDI)
A highly purified water in which all charged species of ionizable organic and inorganic salts have been removed.
Electromagnetic radiation in the wavelength 4â€" 400 nanometers.
A condition where rubber has not been cured enough, exhibiting poor physical properties.
A compounding material that, through its ability to absorb ultraviolet radiation and render it harmless, retards the deterioration caused by sunlight and other UV light sources.
Evaporation a deposition technique whereby the deposited gas results from an evaporation process.
Value Engineering (Value Analy- sis)
A planned, clean sheet approach to problem solving, focusing on specific product design and process characteristics. Where value analysis is employed to improve value after production has begun, value engineering is employed to maximize value prior to expend- itures of facilities and tooling money.
Van der Waals
Force an attractive force between two atoms due to a fluctuating dipole moment in one molecule inducing a dipole moment in the other molecule which then interact.
The pressure of the vapor in equilibrium with its liquid or solid phase.
An apparent leak in a vacuum system that is often traceable to some internal release of occluded and/or sorbed gases.
A combination of viscous and elastic properties in a material with the relative contribution of each being dependent on time, temperature, stress and strain rate. Viscosity the resistance of a material to flow under stress.
The resistance of a material to flow under stress.
A measure of the viscosity of a rubber or rubber compound determined in a Mooney shearing disk viscometer.
Voice of the Customer
Customer feedback both positive and negative including likes, dislikes, problems and suggestions.
Voice of the Process
Statistical data that is feedback to the people in the process to make decisions about the process stability and/or capability as a tool for continual improvement.
The absence of material or an area devoid of materials where not intended.
Void, cellular material
A cavity unintentionally formed in a cellular material and substantially larger than the characteristic individual cells.
Also known as vaporization, the conversion of a chemical substance from a liquid or solid state to a gaseous or vapor state.
A unit of electromotive force or difference in electric potential.
The increase in dimension caused by the absorption of a fluid.
The product of vulcanization, a cross-linked rubber.
Heat induced process whereby the long chains of the rubber molecules become crossed linked by vulcanizing agent to form three dimensional elastic structures. This reaction turns weak materials into strong one
Compounding material that produces cross-linking in rubber.
The combination of a vulcanizing agent and, as required, accelerators, activators and retarders used to produce the desired vulcanization characteristics or vulcanizate characteristics.
Flat area(s) ground onto the wafer’s edges to indicate the crystal orientation of the wafer structure and the dopant type.
The reduction in viscosity of a rubber or rubber mix, by mechanical work and heat, to render it suitable for further processing.
The increase in weight and volume after immersion in water.
The ability to withstand swelling by water for a specified time and temperature.
The length of the wave to complete one cycle.
The tendency of some o-ring seals to surface crack upon exposure to atmospheres containing ozone another pollutants.
Completeness of contact between particles dispersed in a medium, such as carbon black rubber.
Transmission of a gas or liquid, due to a pressure differential or capillary action, along fibers incorporated in a rubber product.
An o-ring cut at a 90 degree angle to the mold parting line. The cross sectional diameter of an o-ring.
A device designed to keep out foreign material.
That point on the stress-strain curve, short of ultimate failure, where the rate of stress with respect to strain goes through a zero value and may become negative.
The level of strain at the yield point.
The level of stress at the yield point.
The ratio of normal stress to corresponding stress or compressive stresses below the proportional limit of the material. | <urn:uuid:7b884f92-e54b-44bd-bbed-101f0ad965ea> | CC-MAIN-2018-26 | http://spaggiarigomma.it/Apps/WebObjects/Spaggiari.woa/wa/viewGlossary?id=7307&lang=rus | s3://commoncrawl/crawl-data/CC-MAIN-2018-26/segments/1529267864940.31/warc/CC-MAIN-20180623035301-20180623055301-00153.warc.gz | en | 0.882888 | 12,120 | 3.15625 | 3 |
(CNN) -- This week in iReport, we blast off into the skies and splash into the vast waters of the Mississippi River. Take a look at how a group of college students send a weather balloon into near space. Meet iReporter Neal Moore who's documenting his journey down the Mississippi River. And check out two of our talented artists, Brixton Doyle and Jim Brenneman.
Up, up and away -- Students in a class at the University of Southern Indiana tried an unorthodox science experiment: launching experiments into the sky on a weather balloon. The experimental devices (and school mascot) attached to the balloon were in turn exposed to near space, which their professor Glen Kissel says is a great environment to measure. They fought to get the balloon going in heavy wind, and then watched the balloon pop at 90,000 feet and come back to Earth.
Canoeing the Mississippi -- CNN iReporter Neal Moore is on a documentary journey down the Mississippi River. He started in Minnesota and is steadily making his way down the river, documenting stories he finds along the way. He calls his project the "Flash River Safari," and says its purpose is to report on and participate in positive American stories and highlight "uplifting community projects."
Cartooning the news -- We're showcasing two incredibly talented artists -- graphic designer Brixton Doyle and cartoonist Jim Brenneman -- who've been contributing to CNN iReport since the beginning. While Brenneman is a news junkie who's always commenting on what the media is covering, Doyle's usual topic of choice is politics. | <urn:uuid:1c7c5827-ea57-4e6e-b625-be9ed3c845dc> | CC-MAIN-2015-27 | http://www.cnn.com/2009/US/11/06/this.week.in.irpt/index.html | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375096991.38/warc/CC-MAIN-20150627031816-00004-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.956508 | 321 | 2.75 | 3 |
100 Years of AGU: Hydrologic & Geomorphic Processes
2019 marks AGU's Centennial year, a milestone representing the innovation, discovery, connections, and solutions in Earth and space science over the past century and the progress to come. Through each Centennial month, AGU will celebrate a different broad science and this page will serve as a hub to centralize the past, present, and future innovations of that featured science, as well as showing the stories of the humans behind the science. This month the celebration spotlights AGU research contributions and stories that involve Earth's to Hydrologic and Geomorphic Processes
Editor's Choice, Planetary Processes: "What are the most impactful publications in your field of all time?"
- Anderson (2007) Introducing Groundwater Physics https://doi.org/10.1063/1.2743123
- Darcy (1856) Les Fontaines Publiques de la Ville de Dijon [BOOK}
- Cohn & Lins (2005) Nature's style: Naturally trendy https://doi.org/10.1029/2005GL024476
- Philip (1991) Soils, Natural Science, & Models https://journals.lww.com/soilsci/Abstract/1991/ 01000/SOILS,_NATURAL_SCIENCE,_AND_MODELS.11.aspx
- Theis (1935) The relation between the lowering of the piezometric surface and the rate and duration of discharge of a well using ground-water storage https://doi.org/10.1029/TR016i002p00519
- Kling et al. (1991) Arctic Lakes and Streams as Gas Conduits to the Atmosphere: Implications for Tundra Carbon Budgets http://science.sciencemag.org/content/251/4991/298
- Cole et al. (1994) Carbon Dioxide Supersaturation in the Surface Waters of Lakes http://science.sciencemag.org/content/265/5178/1568/
- Austin & Vivanco (2006) Plant litter decomposition in a semi-arid ecosystem controlled by photodegradation https://www.nature.com/articles/nature05038
- Vannote et al. (1980) The River Continuum Concept https://doi.org/10.1139/f80-017
Virtual Hydrologists: A Legacy Preservation Project
The scope of the Virtual Hydrologists Project (VHP) is to preserve the legacy of eminent hydrologists who have shaped the field of hydrologic sciences and education over the past decades by creating a comprehensive, easily accessible repository of their scientific contributions. Learn more about the project and offer your own contributions here! | <urn:uuid:641d4839-69f0-462b-a238-1aa993af22d9> | CC-MAIN-2023-06 | https://centennial.agu.org/centennial_monthly/hydrologicgeomorphicprocesses/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764500041.18/warc/CC-MAIN-20230202200542-20230202230542-00378.warc.gz | en | 0.800301 | 575 | 3.25 | 3 |
You all have to forgive me for the cheeky title of this blog, but I just couldn’t resist the pun.Fact is though that Emma Nut was a pioneer and she probably didn’t realize it herself.
The first telephones were hard enough to use without the added harassment of the teenage boys who worked as the earliest switchboard operators — and who were, notoriously rude.
As mentioned above, the first operators were all boys, and while we’re not huge fans of the phrase ‘boys will be boys’ in modern parlance, it was definitely something that was well believed back in the early days of telephone. Boys who were put in the position of telephone operators exhibited a basic lack of patience, and behaviors that included pranks and cussing, which just wouldn’t do for the people who were supposed to be the friendly voice of a telephone operator.
It was Alexander Graham Bell himself who came up with a solution: replacing the abrupt male operators with young women who were expected to be innately polite. He hired a woman named Emma Nutt away from her job at a telegraph office, and on this day, Sept. 1, in 1878, she became the world’s first female telephone operator. (Her sister, Stella, became the second when she started work at the same place, Boston’s Edwin Holmes Telephone Dispatch Company, a few hours later.)
As an operator, Nutt pressed all the right buttons: she was patient and savvy, her voice cultured and soothing, according to the New England Historical Society. Her example became the model all telephone companies sought to emulate, and by the end of the 1880s, the job had become an exclusively female trade. She was a true ‘rock star’ at what she did too, working a 54-hour week at a rate of $10 a month and memorizing every number in the New England Telephone Company directory. She then went on to work for the company for between 33 and 37 years, ultimately retiring. | <urn:uuid:21e99ff7-f947-4621-a713-83030da37ec5> | CC-MAIN-2020-50 | https://dirkdeklein.net/category/telephony/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141180636.17/warc/CC-MAIN-20201125012933-20201125042933-00226.warc.gz | en | 0.98682 | 416 | 2.890625 | 3 |
Carola Sabrina Math Worksheets, 2021-10-01 09:12:12. Most of the math worksheet programs also have formulas you can use to help reinforce your math skills. This can be especially helpful if you are teaching an algebra class. By using formula statements in your math worksheets, you can help your students refine their existing algebra skills without having to spend time showing them how each formula works. This makes your students spend less time practicing their multiplication and division skills.
Audrey Party Worksheet, 2020-10-02 09:22:34. The students will find and trace the ones place, then the tens to practice double digit addition. Free interactive exercises to practice online or download as pdf to print. Add the two numbers in the ones place.
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Audrey Party Worksheet, 2020-10-02 13:23:02. Spi 0401.5.5 links verified 7/17/2016. Fourth grade english language arts worksheets here is a collection of our printable worksheets for topic drawing inferences from the text of chapter key ideas and details in section reading: Resources for teaching and learning in the classroom or at home.
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Audrey Party Worksheet, 2020-10-02 11:48:43. Cbse worksheets for class 4 maths: The operation used to find the multiples is a. Some of the most asked questions had to do with math and multiplication facts.
Any content, trademark/s, or other material that might be found on this site that is not this site property remains the copyright of its respective owner/s. In no way does LocalHost claim ownership or responsibility for such items and you should seek legal consent for any use of such materials from its owner. | <urn:uuid:c91503b4-270f-4c3d-b7c1-5208a0c668c1> | CC-MAIN-2021-49 | https://johnsinclairradio.com/tag/animal-jr-math-worksheets/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964362952.24/warc/CC-MAIN-20211204063651-20211204093651-00467.warc.gz | en | 0.871484 | 568 | 3.046875 | 3 |
The Civil War: Civil-War-era envelopes open a window to popular literature and patriotic culture
By Mark V. Wetherington, Ph.D.
Soldiers as well as members of their families not only expressed their feelings about patriotism and the wars purpose in written words but also in their choice of the envelopes (or covers) that carried letters home to family and friends. Envelopes were adorned with artwork, slogans, and short poems.
The Filsons recent acquisition of a large collection of Civil-War-era envelopes, most of them produced in the North and in color, provides us with over 1,000 images of a new patriotic culture. Sending and collecting patriotic envelopes became a craze in 1861 and 1862 among both soldiers and civilians, representing an important part of the wars early print culture. Commercial printers north and south offered hundreds of envelope designs, which in some cases became so elaborate that their entire front was covered, making them impossible to mail.
Flags were by far the most popular patriotic images printed on envelopes. In the North, the U. S. flag and references to iton sails, shields, and streamersappeared repeatedly, often accompanied by familiar-sounding patriotic slogans like Colors That Wont Run! and Stand by the Flag. Northern vendors also offered envelopes carrying the flags of Confederate states but with a twist, blasting them as the symbols of treason. South Carolinas Palmetto Flag, for instance, was printed with these words beneath: The Black Flag and Trouble Maker of the Union.
References to the Revolutionary War were also popular. Soldiers on both sides believed they were fighting to save the revolutionary heritage of the Founding Fathers and to preserve the liberty and freedom for their nations. George Washingtons face appeared on envelopes carrying the names of every state in the old Union, with such words as The Legacy of our Fathers. Thus, preservation of the Union, the Norths war aim early in the conflict, repeatedly appeared as a major theme both in images and in words like OUR UNION Right or Wrong.
The important role of women in the war as soldiers mothers and wives, as symbols of homefront domesticity, and as touchstones of male patriotismwas also featured on patriotic envelopes. Women were critical links between the battlefront and homefront, in their willingness to urge men to fight for the cause, to support them at home with their own labors, and to sacrifice them for a greater good if necessary. Images of women as symbols of nationalism and patriotism appeared repeatedly in the form of Columbia (Lady Liberty), with either the U. S. flag or an uplifted sword in one hand, or both. In many cases, women were used as state symbols. In 1861, Kentucky was portrayed as a woman, with the Secession wolf on his knees, arms outstretched, romantically imploring her to secede with him.
But ordinary women, too, played a significant role supporting the troops. One image depicts a woman making bread at home. If I cannot fight, I can feed those who do, the caption reads. On one envelope, a woman seated beneath a Union flag sews a jacket with these words printed below: Our hearts are with our brothers in the field. In another, a wife and child bid farewell to their volunteer in an image entitled Change Arms! The soldier leaves the arms of his loved ones and takes up The New Minnie, the rifle he holds in one hand.
Because slavery played a central role in secession and the war, with emancipation joining the Unions preservation as the major northern war aims, race and images of enslaved and freed African-Americans were frequently found on envelopes. Union envelopes, for example, depicted slaves as The Innocent Cause of the War. More often, however, blacks were portrayed as contraband of war, escaped or liberated slaves under the control of Union forces and no longer subject to slaveholders authority. On envelope fronts, runaways thumbed their noses at masters, declared themselves contraband, and fled to Union encampments.
The Filsons fine Civil War collectionsincluding diaries, letters, photographs, and sheet musichas now grown to include hundreds of envelope images representing the wars patriotic culture. These envelope designs drew upon nationalism, sectionalism, popular literature, stereotypes, and Victorian sentimentality in a collective effort to mobilize men, women, and children behind the cause.
|Volume 3, Number 1|
The Filson Historical Society | <urn:uuid:fcee8b31-1fec-4cc5-9643-6737d975dbf7> | CC-MAIN-2018-13 | http://www.filsonhistorical.org/archive/news_v3n1_cwenv.html | s3://commoncrawl/crawl-data/CC-MAIN-2018-13/segments/1521257647545.84/warc/CC-MAIN-20180320224824-20180321004824-00670.warc.gz | en | 0.967511 | 911 | 3.6875 | 4 |
When smartphones first became popular, people realised that traditional ‘desktop’ websites didn’t work very well on the smaller displays. They were too fiddly for our fat fingers, you had to keep zooming-in and out, which caused lots of frustration, and a heavy site often took an age to load on the early data networks.
Below we share some of the history and reasons why responsive is the way to go.
And so a generation of ‘mobile’ websites were born. Lots of companies began building a second website that was stripped-back, simplified and displayed instead of the main website when the server detected someone was using a mobile phone to browse it. People only really went online on their phones when they wanted some simple information about a company, such as their phone number or street address.
Over time though, smartphones and mobile devices became the primary way that people started browsing the Internet. Phone companies launched data networks that were as fast (and in some cases even faster) than people had on their desktop computer, and tablets started taking the place of laptops.
Then in 2014 the number of people using the Internet on a mobile device overtook desktops and laptops, and so the stripped-back ‘mobile’ versions of websites were no longer enough.
We needed websites that were fully functional and displayed all the information regardless of if it was being viewed on a laptop, smartphone, tablet or even Internet-connected TV. We needed websites that didn’t have a different version for each device it was viewed on, but one site that would adapt its layout and work well across them all. We needed ‘responsive’.
A Responsive Website in practice
The goal of a responsive website is to have one site with a fluid layout which adapts to whatever size it is being viewed at. Take a look at a size we’ve built recently like Brick-Digital.co.uk for example.
On many modern sites you can drag the side of your browser window to make it smaller and see the site responding on the fly to the smaller display area. Elements drop beneath each other and resize to be legible on different sized displays (if you are viewing this page on a desktop computer, try it and watch what happens as the window gets smaller).
Individual ‘jump points’ can also be programmed into responsive sites, meaning that if an element needs a specific amount of width to be usable, it can change how it presents itself for smaller displays.
The most common example of this is a navigation menu that collapses into a menu icon; tapping on this icon then reveals the full menu as a drop-down.
More complex items can also respond. For example an enquiry form can become more ‘finger-friendly’ when displaying on a smaller display by making the submit button run the full-width of the phone screen.
These fluid layouts have led to websites becoming simpler and are making the Internet a more usable place. However, they cannot be easily retro-fitted to old websites that use static frameworks – this fluidity is built in from the core.
Should I upgrade to a Responsive Website?
The short answer is yes. Not just for the convenience to the people who view your website – on whatever device – but also because the statistics back it up.
Visitors who are browsing using a mobile device stay longer and view more pages on a website that adapts its layout for mobile users. Even Google now ranks responsive sites higher to those using its search engine on a smart phone or mobile device.
The percentage of people coming to your site on a device rather than a desktop depends on your industry but it will only continue to increase.
Consumer websites have a higher percentage of mobile visitors than business-to-business sites, but certain industries (such as engineering where many workers are not always tied to a computer) can often prove the exception to the rule.
Whereas only a quarter of the visitors to your website may be using a mobile device, up to half will read your emails on one.
The same ‘responsive’ philosophy should apply to the design of your email as well as your website, especially if you are running email marketing campaigns though services like MailChimp that are natively responsive. However, many email software providers have been slow to catch-up with responsive emails and flagship programmes like Microsoft Outlook still don’t support the resizing features of responsive email design.
If you need any advice or guidance on your website we’d be happy to help – get in touch via the form on our Contact Us page. | <urn:uuid:79cdddcb-884b-4dde-b0a4-06126a926ec6> | CC-MAIN-2022-05 | https://johnlawley.co.uk/should-you-upgrade-to-a-responsive-website/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300616.11/warc/CC-MAIN-20220117182124-20220117212124-00348.warc.gz | en | 0.965593 | 950 | 3 | 3 |
NASA’s next Mars rover has a new name. Alexander Mather, a 13-year-old student from Virginia submitted the winning name and explains why he chose the name of NASA’s next robotic scientist to visit the Red Planet.
NASA’s next Mars rover has a new name – Perseverance.
The name was announced Thursday by Thomas Zurbuchen, associate administrator of the Science Mission Directorate, during a celebration at Lake Braddock Secondary School in Burke, Virginia. Zurbuchen was at the school to congratulate seventh grader Alexander Mather, who submitted the winning entry to the agency’s “Name the Rover” essay contest, which received 28,000 entries from K-12 students from every U.S. state and territory.
“Alex’s entry captured the spirit of exploration,” said Zurbuchen. “Like every exploration mission before, our rover is going to face challenges, and it’s going to make amazing discoveries. It’s already surmounted many obstacles to get us to the point where we are today – processing for launch. Alex and his classmates are the Artemis Generation, and they’re going to be taking the next steps into space that lead to Mars. That inspiring work will always require perseverance. We can’t wait to see that nameplate on Mars.”
Perseverance is the latest in a long line of Red Planet rovers to be named by school-age children, from Sojourner in 1997 to the Spirit and Opportunity rovers, which landed on Mars in 2004, to Curiosity, which has been exploring Mars since 2012. In each case, the name was selected following a nationwide contest. | <urn:uuid:beb9f5bf-593f-4298-944d-9bc6ecd500e0> | CC-MAIN-2021-04 | http://marsnews.com/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-04/segments/1610703506832.21/warc/CC-MAIN-20210116165621-20210116195621-00003.warc.gz | en | 0.949838 | 358 | 2.546875 | 3 |
By Natalie Scholl ’13
Pre-natal testing opens a range of opportunities to parents. It allows them to see not only the gender of their unborn baby and its developing fingers and toes but also its disabilities and potential genetic diseases. Such information allows parents the chance to prepare for life with their new child- whether that means decorating with blue instead of pink or researching the effects of Down Syndrome. But coupled with another medical option, it also allows them to make a choice. Parents can determine whether or not they want to raise a boy or a girl, a perfectly healthy child or one suffering from a disability.
The number of people with disabilities and genetic diseases is slowly fading in the United States, including such ones as cystic fibrosis and Tay-Sachs. We are gradually progressing towards the possibility of eliminating some genetic strains, as the carriers of these diseases become increasingly cautious of procreating. It would be wonderful if we could achieve a society devoid of disabilities, such as spina bifida, or disorders dormant in our genes that flare up and compromise the health of future generations. We would carelessly worry about just passing on to our children “daddy’s nose” or “mommy’s feet” instead of Down Syndrome or Sickle Cell. But at what cost does such a society come, and what do the means of our pursuit in this matter reveal about us?
The sizeable decrease of those born with disease and disorders, often exemplified in the instance of Down Syndrome, is not due to a new antidote or treatment, but, rather, abortion. Due to technology, parents can determine not only the sex of their baby but also if it is or might be disabled. When faced with the realization that their babies will not have the perfect body or mind, many parents opt to terminate their pregnancies and spare the children and themselves from having to cope with the more challenging lifestyle. According to the “Prenatal Diagnosis,” the percentage of Down Syndrome pregnancies terminated has been placed at over ninety percent.
What message does our society send, especially to those living with disabilities, when we are willing to abort disabled children? It is better to be dead than disabled. It becomes a fast-forwarded, modern survival-of-the-fittest. Francis Galton, Charles Darwin’s cousin and the creator of the term “eugenics,” argued that “what nature does blindly, slowly and ruthlessly, man may do providently, quickly and kindly.” We destroy the weakest and most vulnerable of our kind, in order to refine humanity to its superior, healthiest form. This should sound familiar. It was part of Hitler’s agenda with the Aryan race. Indeed, some of the first people he ordered eliminated were the disabled; to him, they were subtractions from society.
Today, we do it quickly. Quietly. Cleanly. Today, we couch it in terms of mercy and compassion: we’re sparing the disabled from a difficult life, a life in which the negatives outweigh the positives. We don’t worry about the world being worthy of them but of them being worthy of the world. We tell them their lives aren’t worth living, and we never give them the chance to prove us wrong. But let us consider those who survive and, in many instances thrive, with these disabilities. What are we saying to them by our actions? After all, we don’t want to birth the imperfect children already conceived but would prefer to wait for the perfect babies- the ones that deserve to live. If we are willing to terminate fetuses based on their defects and disabilities, how long until we become a society that views all disabled people as an unnecessary burden and calmly eradicates them? How long until we coldly calculate and quantify the value of each human life– plugging in the variables and solving for the opportunity to emerge alive from the womb or breathe another breath? Perhaps, we are doing that already.
This is not to ignore that living with a disability poses challenges– both to the ones it affects directly and those around them whom it affects indirectly. One woman was diagnosed at a few years of age with severe rheumatoid arthritis. The diagnosis put her life expectancy at early twenties. As she grew, her body twisted to the point that she was confined to a wheelchair with limited mobility, a tiny distorted person in purple. She struggled with the deterioration of her physical abilities, even contemplating suicide at one point. But she did not die. She commissioned a specialty van and learned to drive from her wheelchair with a system of knobs and mirrors; she saw her thirtieth birthday; she married and then was widowed; she saw her fortieth birthday; she lived alone with her cats; she married my uncle. A large portion of her life she navigated with her trusty wheelchair, a no-nonsense attitude, and a dry sense of humor. Around her fiftieth birthday, she passed away from complications of severe rheumatoid arthritis-having doubled her projected lifespan and changed my uncle’s life. No one who knew my aunt would say she had an easy life by any means– but neither would they say it was not a life worth living.
How many people, whether from the fear of dealing with the difficulty or from the pursuit of perfection, have missed the enrichment that their disabled children might have offered them? And, how many parents of disabled children would wish that they had never been born? In fact, according to a New York Times article by Amy Harmon in 2007, over the last several years, the parents of those with Down Syndrome have been speaking out and have had their children do the same. They want potential parents of children with Down Syndrome to know the rich lives the children are capable of leading and how their own lives are affected and enhanced by them. They are afraid knowing that there are some who see the lives of the disabled, of those who would grow up like their own children, as not worth the inconvenience of tending, and so abort their fetuses. Harmon writes that some parents “see themselves as society’s first line of defense against a use of genetic technology that can border on eugenics.”
These are children not aborted because the mother has been raped or because the family situation is rife with poverty and abuse. These are children that by-and-large would have been born. But, prenatal testing showed them as damaged goods, and so they were discarded.
What is truly terrifying is that worth today is not only determined by physical imperfection but also gender. Sexism, something our modern society seeks to eliminate, is alive and well in the abortion industry. The idea of a sort of made-to-order baby means determining both its health and its sex. In places such as China, with its child restrictions, sex-selective abortion, or “gendercide,” is perhaps most prevalent as parents strive to get their pregnancy the way they want. Many times, the parents want a boy, not a girl. This is sexism in the purest sense of the word– a determination of the value of a person on the basis of gender. It has been estimated that millions of girls have been aborted in sex-selective abortions, drastically skewing the gender balance in places, such as India and other parts of Asia.
While many view sex-selective abortion as an over-seas phenomenon, it is unfortunately not foreign to the United States. According to polling, most Americans are against sex-selective abortion. Currently, there are a handful of states that have created laws against sex-selective abortion. However, as determined by the Supreme Court in Planned Parenthood v. Casey, women may abort for any reason, and discrimination based on gender is legally acceptable. Based on this ruling, it appears that the states’ bans on sex-selective abortion are unconstitutional.
An operation that was supposed to assist in the liberation and empowerment of women has been twisted around and has begun to bring them down. Not only does sex-selective abortion impact women more, but it also declares that in the world today, women are not placed at equal value to men. In a society dedicated to equality and opportunity, let us examine whether we are failing not only ourselves and the victims of sex-selective abortion, but future generations as well, by this precedent. The message that has been voiced, enacted, and protected, is that, yes, worth can be dependent on whether you are male or female.
The combination of the rise of abortions based on health and gender indicates that the worth of an unborn child is determined by want. That is, depending on the desires of the parents, the baby is either valuable or worthless. When approaching abortions based on the pre-natal screening, it is essential to ask: is a person’s potential and significance determined by the feelings and wishes of others? If it is not, should we allow people to terminate pregnancies- these buds of potential-because they have found out their children are not formed according to their preconceptions? | <urn:uuid:3dbab60e-7a9e-45c3-a9f0-41c51d93d860> | CC-MAIN-2015-40 | http://theprincetontory.com/main/the-inhumane-and-unacceptable-consequences-of-elective-abortion/ | s3://commoncrawl/crawl-data/CC-MAIN-2015-40/segments/1443737940789.96/warc/CC-MAIN-20151001221900-00056-ip-10-137-6-227.ec2.internal.warc.gz | en | 0.974636 | 1,872 | 3.09375 | 3 |
List of sovereign states
The 206 listed states can be divided into three categories based on membership within the United Nations system: 193 member states, two observer states and 11 other states. The sovereignty dispute column indicates states whose sovereignty is undisputed (190 states) and states whose sovereignty is disputed (16 states, of which there are six member states, one observer state and nine other states).
Compiling a list such as this can be a difficult and controversial process, as there is no definition that is binding on all the members of the community of nations concerning the criteria for statehood. For more information on the criteria used to determine the contents of this list, please see the criteria for inclusion section below. The list is intended to include entities that have been recognised as having de facto status as sovereign states, and inclusion should not be seen as an endorsement of any specific claim to statehood in legal terms.
List of states
|Common and formal names||Membership within the UN System[a]||Sovereignty dispute[b]||Further information on status and recognition of sovereignty[d]|
|UN member states and observer states ↓↓|
|Afghanistan – Islamic Republic of Afghanistan||UN member state||None|
|Albania – Republic of Albania||UN member state||None|
|Algeria – People's Democratic Republic of Algeria||UN member state||None|
|Andorra – Principality of Andorra||UN member state||None||Andorra is a co-principality in which the office of head of state is jointly held ex officio by the French president and the bishop of the Roman Catholic diocese of Urgell, who himself is appointed by the Holy See.|
|Angola – Republic of Angola||UN member state||None|
|Antigua and Barbuda||UN member state||None||Antigua and Barbuda is a Commonwealth realm[e] with 1 autonomous region, Barbuda.[f]|
|Argentina – Argentine Republic[g]||UN member state||None||Member of the UNASUL.[h] Argentina is a federation of 23 provinces and 1 autonomous city.|
|Armenia – Republic of Armenia||UN member state||Not recognised by Pakistan.||See Armenia–Pakistan relations and Nagorno-Karabakh conflict.|
|Australia – Commonwealth of Australia||UN member state||None||Australia is a Commonwealth realm[e] and a federation of six states and 10 territories. The external territories of Australia are:|
|Austria – Republic of Austria||UN member state||None||Member of the European Union.[c] Austria is a federation of nine states (Bundesländer).|
|Azerbaijan – Republic of Azerbaijan||UN member state||None||Azerbaijan contains two autonomous regions, Nakhchivan and Nagorno-Karabakh (Dağlıq Qarabağ).[f] The Republic of Artsakh, a de facto state, has been established in the latter.|
|Bahamas, The – Commonwealth of The Bahamas||UN member state||None||The Bahamas is a Commonwealth realm.[e]|
|Bahrain – Kingdom of Bahrain||UN member state||None|
|Bangladesh – People's Republic of Bangladesh||UN member state||None|
|Barbados||UN member state||None||Barbados is a Commonwealth realm.[e]|
|Belarus – Republic of Belarus||UN member state||None||Belarus forms the Union State jointly with Russia.|
|Belgium – Kingdom of Belgium||UN member state||None||Member of the EU.[c] Belgium is a federation divided into linguistic communities and regions.|
|Belize||UN member state||None||Belize is a Commonwealth realm.[e]|
|Benin – Republic of Benin||UN member state||None|
|Bhutan – Kingdom of Bhutan||UN member state||None|
|Bolivia – Plurinational State of Bolivia||UN member state||None||Member of the UNASUL.[h]|
|Bosnia and Herzegovina||UN member state||None||Bosnia and Herzegovina is a federation of two constituent units:|
|Botswana – Republic of Botswana||UN member state||None|
|Brazil – Federative Republic of Brazil||UN member state||None||Member of UNASUL.[h] Brazil is a federation of 26 states and 1 federal district.|
|Brunei – Nation of Brunei, the Abode of Peace||UN member state||None|
|Bulgaria – Republic of Bulgaria||UN member state||None||Member of the EU.[c]|
|Burkina Faso||UN member state||None|
|Burma → Myanmar|
|Burundi – Republic of Burundi||UN member state||None|
|Cambodia – Kingdom of Cambodia||UN member state||None|
|Cameroon – Republic of Cameroon||UN member state||None|
|Canada[i]||UN member state||None||Canada is a Commonwealth realm[e] and a federation of 10 provinces and 3 territories.|
|Cape Verde – Republic of Cabo Verde[j]||UN member state||None|
|Central African Republic||UN member state||None|
|Chad – Republic of Chad||UN member state||None|
|Chile – Republic of Chile||UN member state||None||Member of the UNASUL.[h] Chile has two "special territories" in the Valparaíso Region: Easter Island and Juan Fernández Islands|
|China – People's Republic of China[k]||UN member state||Partially unrecognised. Claimed by the Republic of China||The People's Republic of China (PRC) contains five autonomous regions:[f]
Additionally, it has sovereignty over the Special Administrative Regions of:
|China, Republic of → Taiwan|
|Colombia – Republic of Colombia||UN member state||None||Member of the UNASUL.[h]|
|Comoros – Union of the Comoros||UN member state||None||Comoros is a federation of 3 islands.[n]|
|Congo, Democratic Republic of the[o]||UN member state||None|
|Congo, Republic of the[p]||UN member state||None|
|Cook IslandsCook Islands →|
|Costa Rica – Republic of Costa Rica||UN member state||None|
|Côte d'Ivoire → Ivory Coast|
|Croatia – Republic of Croatia||UN member state||None||Member of the EU.[c]|
|Cuba – Republic of Cuba||UN member state||None|
|Cyprus – Republic of Cyprus||UN member state||Not recognised by Turkey||Member of the EU.[c] The northeastern part of the island is the de facto state of Northern Cyprus. See Foreign relations of Cyprus and Cyprus dispute. Turkey refers to the Republic of Cyprus government as "The Greek Cypriot Administration of Southern Cyprus".|
|Czech Republic[q]||UN member state||None||Member of the EU.[c]|
|Democratic People's Republic of Korea → Korea, North|
|Democratic Republic of the Congo → Congo, Democratic Republic of the|
|Denmark – Kingdom of Denmark||UN member state||None||Member of the EU.[c] The Kingdom of Denmark includes 2 self-governing territories:
The continental territory of Denmark, the Faroe Islands, and Greenland form the three constituent countries of the Kingdom. The designation "Denmark" can refer either to continental Denmark or to the short name for the entire Kingdom (e.g. in international organizations). The Kingdom of Denmark as a whole is a member of the EU, but EU law does not apply to the Faroe Islands and Greenland. Also see Greenland Treaty.
|Djibouti – Republic of Djibouti||UN member state||None|
|Dominica – Commonwealth of Dominica||UN member state||None|
|Dominican Republic||UN member state||None|
|East Timor – Democratic Republic of Timor-Leste[r]||UN member state||None|
|Ecuador – Republic of Ecuador||UN member state||None||Member of the UNASUL.[h]|
|Egypt – Arab Republic of Egypt||UN member state||None|
|El Salvador – Republic of El Salvador||UN member state||None|
|Equatorial Guinea – Republic of Equatorial Guinea||UN member state||None|
|Eritrea – State of Eritrea||UN member state||None|
|Estonia – Republic of Estonia||UN member state||None||Member of the EU.[c]|
|Eswatini – Kingdom of Eswatini[s]||UN member state||None|
|Ethiopia – Federal Democratic Republic of Ethiopia||UN member state||None||Ethiopia is a federation of nine regions and two chartered cities.|
|Fiji – Republic of Fiji||UN member state||None||Fiji contains 1 autonomous region, Rotuma.[f]|
|Finland – Republic of Finland||UN member state||None||Member of the EU.[c]|
|France – French Republic||UN member state||None||Member of the EU.[c] France contains five overseas regions/departments: French Guiana, Guadeloupe, Martinique, Mayotte, and Réunion. France also includes the overseas territories of:|
|Gabon – Gabonese Republic||UN member state||None|
|Gambia, The – Republic of The Gambia||UN member state||None|
|Georgia||UN member state||None||Georgia contains two autonomous republics, Adjara and Abkhazia.[f] In Abkhazia and South Ossetia, de facto states have been formed.|
|Germany – Federal Republic of Germany||UN member state||None||Member of the EU.[c] Germany is a federation of 16 federated states (Länder).|
|Ghana – Republic of Ghana||UN member state||None|
|Greece – Hellenic Republic||UN member state||None||Member of the EU.[c] Mount Athos is an autonomous part of Greece that is jointly governed by the multinational "Holy Community" on the mountain and a civil governor appointed by the Greek government.|
|Grenada||UN member state||None||Grenada is a Commonwealth realm.[e]|
|Guatemala – Republic of Guatemala||UN member state||None|
|Guinea – Republic of Guinea[u]||UN member state||None|
|Guinea-Bissau – Republic of Guinea-Bissau||UN member state||None|
|Guyana – Co-operative Republic of Guyana||UN member state||None||Member of the UNASUL.[h]|
|Haiti – Republic of Haiti||UN member state||None|
|Holy See → Vatican City|
|Honduras – Republic of Honduras||UN member state||None|
|Hungary||UN member state||None||Member of the EU.[c]|
|Iceland[v]||UN member state||None|
|India – Republic of India||UN member state||None||India is a federation of 29 states and seven union territories. India claims the entire territory of Kashmir as one of its states, but only exercises control over part of it, while the rest is controlled by the People's Republic of China and Pakistan.|
|Indonesia – Republic of Indonesia||UN member state||None||Indonesia has five provinces with official special autonomy status: Aceh, Jakarta SCR, Yogyakarta SR, Papua, and West Papua.[f]|
|Iran – Islamic Republic of Iran||UN member state||None|
|Iraq – Republic of Iraq||UN member state||None||Iraq is a federation[n] of 19 governorates, five of which make up the autonomous Iraqi Kurdistan.[f]|
|Ireland[w]||UN member state||None||Member of the EU.[c]|
|Israel – State of Israel||UN member state||Partially unrecognised||Israel exerts strong control over the territory claimed by Palestine. Israel annexed East Jerusalem, an annexation not recognised by the international community. Israel maintains varying levels of control over the rest of the West Bank, and although Israel no longer has a permanent civilian or military presence in the Gaza Strip, following its unilateral disengagement, it is still considered by some to be the occupying power under international law.|
|Italy – Italian Republic||UN member state||None||Member of the EU.[c] Italy has 5 autonomous regions,[f] with varying levels of autonomy from the central government of Italy, and known officially as "special status regions":|
|Ivory Coast – Republic of Côte d'Ivoire[x]||UN member state||None|
|Jamaica||UN member state||None||Jamaica is a Commonwealth realm.[e]|
|Japan||UN member state||None|
|Jordan – Hashemite Kingdom of Jordan||UN member state||None|
|Kazakhstan – Republic of Kazakhstan||UN member state||None|
|Kenya – Republic of Kenya||UN member state||None|
|Kiribati – Republic of Kiribati||UN member state||None|
|Korea, North – Democratic People's Republic of Korea||UN member state||South KoreaClaimed by||North Korea is not recognised by three UN members: France, Japan and South Korea.[y]|
|Korea, South – Republic of Korea||UN member state||North KoreaClaimed by||South Korea has 1 autonomous region:[f]|
|Kuwait – State of Kuwait||UN member state||None|
|Kyrgyzstan – Kyrgyz Republic||UN member state||None|
|Laos – Lao People's Democratic Republic||UN member state||None|
|Latvia – Republic of Latvia||UN member state||None||Member of the EU.[c]|
|Lebanon – Lebanese Republic||UN member state||None|
|Lesotho – Kingdom of Lesotho||UN member state||None|
|Liberia – Republic of Liberia||UN member state||None|
|Libya – State of Libya||UN member state||None|
|Liechtenstein – Principality of Liechtenstein||UN member state||None|
|Lithuania – Republic of Lithuania||UN member state||None||Member of the EU.[c]|
|Luxembourg – Grand Duchy of Luxembourg||UN member state||None||Member of the EU.[c]|
|Macedonia → North Macedonia|
|Madagascar – Republic of Madagascar||UN member state||None|
|Malawi – Republic of Malawi||UN member state||None|
|Malaysia||UN member state||None||Malaysia is a federation of 13 states and three federal territories.|
|Maldives – Republic of Maldives||UN member state||None|
|Mali – Republic of Mali||UN member state||None|
|Malta – Republic of Malta||UN member state||None||Member of the EU.[c]|
|Marshall Islands – Republic of the Marshall Islands||UN member state||None||Under Compact of Free Association with the United States.|
|Mauritania – Islamic Republic of Mauritania||UN member state||None|
|Mauritius – Republic of Mauritius||UN member state||None||Mauritius has an autonomous island, Rodrigues.[f]|
|Mexico – United Mexican States||UN member state||None||Mexico is a federation of 31 states and one autonomous city.|
|Micronesia – Federated States of Micronesia||UN member state||None||Under Compact of Free Association with the United States. The Federated States of Micronesia is a federation of four states.|
|Moldova – Republic of Moldova||UN member state||None||Moldova has the autonomous regions of Gagauzia and Transnistria, the latter of which has established a de facto state.|
|Monaco – Principality of Monaco||UN member state||None|
|Mongolia||UN member state||None|
|Montenegro||UN member state||None|
|Morocco – Kingdom of Morocco||UN member state||None||Morocco claims sovereignty over Western Sahara and controls most of it, which is disputed by the Sahrawi Arab Democratic Republic.|
|Mozambique – Republic of Mozambique||UN member state||None|
|Myanmar – Republic of the Union of Myanmar[z]||UN member state||None|
|Namibia – Republic of Namibia||UN member state||None|
|Nauru – Republic of Nauru||UN member state||None|
|Nepal – Federal Democratic Republic of Nepal||UN member state||None||Nepal is a federation composed of 14 zones.|
|Netherlands – Kingdom of the Netherlands||UN member state||None||Member of the EU.[c] The Kingdom of the Netherlands includes four areas with substantial autonomy:
The continental part of the Netherlands, Aruba, Curaçao, and Sint Maarten form the four constituent countries of the Kingdom. Three other territories (Bonaire, Saba, and Sint Eustatius) are special municipalities of the continental Netherlands.
The designation "Netherlands" can refer either to the continental Netherlands or to the short name for the entire Kingdom (e.g. in international organizations). The Kingdom of the Netherlands as a whole is a member of the EU, but EU law applies only to parts within Europe.
|New Zealand||UN member state||None||New Zealand is a Commonwealth realm,[e] and has the dependent territories of:
New Zealand has responsibilities for (but no rights of control over) two freely associated states:
The Cook Islands and Niue have diplomatic relations with 49 and 18 UN members respectively. They have full treaty-making capacity in the UN, and are members of some UN specialized agencies.
|Nicaragua – Republic of Nicaragua||UN member state||None||Nicaragua contains two autonomous regions, Atlántico Sur and Atlántico Norte.[f]|
|Niger – Republic of Niger||UN member state||None|
|Nigeria – Federal Republic of Nigeria||UN member state||None||Nigeria is a federation of 36 states and 1 federal territory.|
|Northern CyprusNorthern Cyprus →|
|North Korea → Korea, North|
|North Macedonia – Republic of North Macedonia[aa]||UN member state||None|
|Norway – Kingdom of Norway||UN member state||None||
Norway has the dependent territories of:
|Oman – Sultanate of Oman||UN member state||None|
|Pakistan – Islamic Republic of Pakistan||UN member state||None||Pakistan is a federation of four provinces, 1 capital territory, and tribal regions. Pakistan disputes the entire territory of Kashmir with India, and part of it with the People's Republic of China. It exercises control over certain portions of Kashmir, but has not officially annexed any of it, instead regarding it as a disputed territory. The portions that it controls are divided into two territories, administered separately from Pakistan proper:[ab]
Azad Kashmir describes itself as a "self-governing state under Pakistani control", while Gilgit-Baltistan is described in its governance order as a group of "areas" with self-government. These territories are not usually regarded as sovereign, as they do not fulfill the criteria set out by the declarative theory of statehood (for example, their current laws do not allow them to engage independently in relations with other states). Several state functions of these territories (such as foreign affairs and defence) are performed by Pakistan.
|Palau – Republic of Palau||UN member state||None||Under Compact of Free Association with the United States.|
|Palestine – State of Palestine||UN observer state; member of 2 UN specialized agencies||Partially unrecognised. Disputed by Israel||The State of Palestine, declared in 1988, is not recognised as a state by Israel and has received diplomatic recognition from 137 states. The proclaimed state has no agreed territorial borders, or effective control over much of the territory that it proclaimed. The Palestinian National Authority is an interim administrative body formed as a result of the Oslo Accords that exercises limited autonomous jurisdiction within the Palestinian territories. In foreign relations, Palestine is represented by the Palestine Liberation Organization. The State of Palestine is a member state of UNESCO, UNIDO, and an observer state in the UN.|
|Panama – Republic of Panama||UN member state||None|
|Papua New Guinea – Independent State of Papua New Guinea||UN member state||None||Papua New Guinea is a Commonwealth realm[e] with 1 autonomous region, Bougainville.[f]|
|Paraguay – Republic of Paraguay||UN member state||None||Member of the UNASUL.[h]|
|Peru – Republic of Peru||UN member state||None||Member of the UNASUL.[h]|
|Philippines – Republic of the Philippines||UN member state||None||The Philippines contains one autonomous region, Bangsamoro Autonomous Region.[f]|
|Poland – Republic of Poland||UN member state||None||Member of the EU.[c]|
|Portugal – Portuguese Republic||UN member state||None||Member of the EU.[c] Portugal contains two autonomous regions, Azores and Madeira.[f]|
|Pridnestrovie → Transnistria|
|Qatar – State of Qatar||UN member state||None|
|Republic of Korea → Korea, South|
|Republic of the Congo → Congo, Republic of the|
|Romania||UN member state||None||Member of the EU.[c]|
|Russia – Russian Federation||UN member state||None||Russia is officially a federation of 85 federal subjects (republics, oblasts, krais, autonomous okrugs, federal cities, and an autonomous oblast). Several of the federal subjects are ethnic republics.[f] Russia also forms the Union State jointly with Belarus.|
|Rwanda – Republic of Rwanda||UN member state||None|
|Sahrawi Arab Democratic RepublicSahrawi Arab Democratic Republic →|
|Saint Kitts and Nevis – Federation of Saint Christopher and Nevis||UN member state||None||Saint Kitts and Nevis is a Commonwealth realm[e] and is a federation[n] of two islands, St. Kitts and Nevis.|
|Saint Lucia||UN member state||None||Saint Lucia is a Commonwealth realm.[e]|
|Saint Vincent and the Grenadines||UN member state||None||Saint Vincent and the Grenadines is a Commonwealth realm.[e]|
|Samoa – Independent State of Samoa||UN member state||None|
|San Marino – Republic of San Marino||UN member state||None|
|São Tomé and Príncipe – Democratic Republic of São Tomé and Príncipe||UN member state||None||São Tomé and Príncipe contains 1 autonomous province, Príncipe.[f]|
|Saudi Arabia – Kingdom of Saudi Arabia||UN member state||None|
|Senegal – Republic of Senegal||UN member state||None|
|Serbia – Republic of Serbia||UN member state||None||Serbia contains two autonomous regions, Vojvodina and Kosovo and Metohija.[f] The latter is under the de facto control of the Republic of Kosovo.|
|Seychelles – Republic of Seychelles||UN member state||None|
|Sierra Leone – Republic of Sierra Leone||UN member state||None|
|Singapore – Republic of Singapore||UN member state||None|
|Slovakia – Slovak Republic||UN member state||None||Member of the EU.[c]|
|Slovenia – Republic of Slovenia||UN member state||None||Member of the EU.[c]|
|Solomon Islands||UN member state||None||The Solomon Islands is a Commonwealth realm.[e]|
|Somalia – Federal Republic of Somalia||UN member state||None||Somalia has two self-declared autonomous regions: Puntland and Galmudug, while the territory of Somaliland has formed an unrecognised de facto state.|
|South Africa – Republic of South Africa||UN member state||None|
|South Korea → Korea, South|
|South OssetiaSouth Ossetia →|
|South Sudan – Republic of South Sudan||UN member state||None||South Sudan is a federation of 32 states.|
|Spain – Kingdom of Spain||UN member state||None||Member of the EU.[c] Spain is divided into 17 autonomous communities and 2 special autonomous cities.[f]|
|Sri Lanka – Democratic Socialist Republic of Sri Lanka[ac]||UN member state||None|
|Sudan – Republic of the Sudan||UN member state||None||Sudan is a federation of 18 states. Sudan claims the Abyei Area, which is currently under UN protection and governed by South Sudan.|
|South SudanSudan, South →|
|Suriname – Republic of Suriname||UN member state||None||Member of the UNASUL.[h]|
|Swaziland → Eswatini|
|Sweden – Kingdom of Sweden||UN member state||None||Member of the EU.[c]|
|Switzerland – Swiss Confederation||UN member state||None||Switzerland is a federation of 26 cantons.|
|Syria – Syrian Arab Republic||UN member state||None||The Syrian National Coalition, which is recognised as the legitimate representative of the Syrian people by 20 UN members, has established an interim government to rule rebel controlled territory during the Syrian civil war.
Syria has one self-declared autonomous region: Rojava.
|TaiwanTaiwan (Republic of China) →|
|Tajikistan – Republic of Tajikistan||UN member state||None||Tajikistan contains 1 autonomous region, Gorno-Badakhshan Autonomous Province.[f]|
|Tanzania – United Republic of Tanzania||UN member state||None||Tanzania contains 1 autonomous region, Zanzibar.[f]|
|Thailand – Kingdom of Thailand||UN member state||None|
|The Bahamas → Bahamas, The|
|The Gambia → Gambia, The|
|Timor-Leste → East Timor|
|Togo – Togolese Republic||UN member state||None|
|Tonga – Kingdom of Tonga||UN member state||None|
|Trinidad and Tobago – Republic of Trinidad and Tobago||UN member state||None||Trinidad and Tobago contains 1 autonomous region, Tobago.[f]|
|Tunisia – Republic of Tunisia||UN member state||None|
|Turkey – Republic of Turkey||UN member state||None|
|Turkmenistan||UN member state||None|
|Tuvalu||UN member state||None||Tuvalu is a Commonwealth realm.[e]|
|Uganda – Republic of Uganda||UN member state||None|
|Ukraine||UN member state||None||Ukraine contains an autonomous republic, Crimea. In 2014 Russia annexed the region along with Sevastopol turning them in one of its federal subjects as Republic of Crimea and city of Sevastopol.|
|United Arab Emirates||UN member state||None||The United Arab Emirates is a federation of seven emirates.|
|United Kingdom – United Kingdom of Great Britain and Northern Ireland||UN member state||None||Member of the EU.[c] The United Kingdom is a Commonwealth realm[e] consisting of four constituent countries: England, Northern Ireland, Scotland, and Wales. The United Kingdom has the following overseas territories:
The British monarch has direct sovereignty over three self-governing Crown dependencies:
|United States – United States of America||UN member state||None||The United States is a federation of 50 states and 1 federal district with shared sovereignty. The Federal government of the United States has sovereignty over the following inhabited possessions and commonwealths:
It also has sovereignty over several uninhabited territories:
It also has sovereignty over the following incorporated territories:
It also disputes sovereignty over the following territories:
|Uruguay – Oriental Republic of Uruguay||UN member state||None||Member of the UNASUL.[h]|
|Uzbekistan – Republic of Uzbekistan||UN member state||None||Uzbekistan contains 1 autonomous region, Karakalpakstan.[f]|
|Vanuatu – Republic of Vanuatu||UN member state||None|
|Vatican City – Vatican City State||UN observer state under the designation of "Holy See"; member of three UN specialized agencies and the IAEA||None||Administered by the Holy See, a sovereign entity with diplomatic relations to 183 states. This figure consists of 180 UN member states, the Cook Islands, the Republic of China (Taiwan), and the State of Palestine. In addition, the European Union and the Sovereign Military Order of Malta maintain diplomatic relations with the Holy See. The Holy See is a member of the IAEA, ITU, UPU, and WIPO and a permanent observer of the UN (in the category of "Non-member State") and multiple other UN System organizations. The Vatican City is governed by officials appointed by the Pope, who is the Bishop of the Diocese of Rome and ex officio sovereign of Vatican City.|
|Venezuela – Bolivarian Republic of Venezuela||UN member state||None||Member of the UNASUL.[h] Venezuela is a federation of 23 states, 1 capital district, and federal dependencies.|
|Vietnam – Socialist Republic of Vietnam||UN member state||None|
|Yemen – Republic of Yemen||UN member state||None|
|Zambia – Republic of Zambia||UN member state||None|
|Zimbabwe – Republic of Zimbabwe||UN member state||None|
|UN member states and observer states ↑↑|
|↓ Other states ↓|
|Abkhazia – Republic of Abkhazia||No membership||GeorgiaClaimed by||Recognised by Russia, Nauru, Nicaragua, Venezuela, Artsakh, South Ossetia and Transnistria. Claimed in whole by Georgia as the Autonomous Republic of Abkhazia.|
|Artsakh – Republic of Artsakh[ad]||No membership||AzerbaijanClaimed by||A de facto independent state, recognised only by Abkhazia, South Ossetia and Transnistria. Claimed in whole by Azerbaijan.|
|Cook Islands||UN specialized agenciesMember of eight||
(See political status)
|A state in free association with New Zealand, the Cook Islands maintains diplomatic relations with 52 states. The Cook Islands is a member of multiple UN agencies with full treaty making capacity. It shares a head of state with New Zealand as well as having shared citizenship.|
|Kosovo – Republic of Kosovo||UN specialized agenciesMember of two||SerbiaClaimed by||Pursuant to United Nations Security Council Resolution 1244, Kosovo was placed under the administration of the United Nations Interim Administration Mission in Kosovo in 1999. Kosovo declared independence in 2008, and it has received diplomatic recognition from 113 UN member states and the Republic of China. Serbia continues to maintain its sovereignty claim over Kosovo. Other UN member states and non UN member states continue to recognise Serbian sovereignty or have taken no position on the question. Kosovo is a member of the International Monetary Fund and the World Bank Group. The Republic of Kosovo has de facto control over most of the territory, with limited control in North Kosovo.|
|Niue||UN specialized agenciesMember of five||
(See political status)
|A state in free association with New Zealand, Niue maintains diplomatic relations with 20 states. Niue is a member of multiple UN agencies with full treaty making capacity. It shares a head of state with New Zealand as well as having shared citizenship.|
|Northern Cyprus – Turkish Republic of Northern Cyprus||No membership||Republic of CyprusClaimed by the||Recognised only by Turkey. Under the name "Turkish Cypriot State", it is an observer state of the Organisation of Islamic Cooperation and the Economic Cooperation Organization. Northern Cyprus is claimed in whole by the Republic of Cyprus.|
|Sahrawi Arab Democratic Republic||No membership||MoroccoClaimed by||Recognised at some stage by 84 UN member states, 40 of which have since withdrawn or frozen their recognition. It is a founding member of the African Union and the Asian–African Strategic Partnership formed at the 2005 Asian–African Conference. The territories under its control, the so-called Free Zone, are claimed in whole by Morocco as part of its Southern Provinces. In turn, the Sahrawi Arab Democratic Republic claims the part of Western Sahara to the west of the Moroccan Wall controlled by Morocco. Its government resides in exile in Tindouf, Algeria.|
|Somaliland – Republic of Somaliland||No membership||SomaliaClaimed by||A de facto independent state, not diplomatically recognised by any other state, claimed in whole by the Federal Republic of Somalia.|
|South Ossetia – Republic of South Ossetia–the State of Alania||No membership||GeorgiaClaimed by||A de facto independent state, recognised by Russia, Nicaragua, Nauru, Syria, Venezuela, Abkhazia, Artsakh and Transnistria. Claimed in whole by Georgia as the Provisional Administrative Entity of South Ossetia.|
|Taiwan – Republic of China[k]||Former UN member (as Republic of China, 1945–1971)
Observer in one UN specialized agency under the name "Chinese Taipei"
|People's Republic of ChinaClaimed by the||A state competing (nominally) for recognition with the People's Republic of China (PRC) as the government of China since 1949. The Republic of China (ROC) controls the island of Taiwan and associated islands, Quemoy, Matsu, the Pratas and parts of the Spratly Islands,[ae] and has not renounced claims over its annexed territories on the mainland. The ROC is recognised by 16 UN member states and the Holy See as of 21 August 2018. All these states do not recognise the PRC either. Additionally, one UN member (Bhutan) has refrained from recognising either the ROC or the PRC.
The territory of the ROC is claimed in whole by the PRC.[l] The ROC participates in international organizations under a variety of pseudonyms, most commonly "Chinese Taipei" and in the WTO it has full membership. The ROC was a founding member of the UN and enjoyed membership from 1945 to 1971, with veto power in the UN Security Council. See China and the United Nations.
|Transnistria – Pridnestrovian Moldavian Republic||No membership||MoldovaClaimed by||A de facto independent state, recognised only by Abkhazia, Artsakh and South Ossetia. Claimed in whole by Moldova as the Transnistria autonomous territorial unit.|
|↑ Other states ↑|
|Legend "Membership within the UN System" column
UN Member states
UN Observer states
Member of a UN Specialized Agency
Observer in a UN Specialized Agency
No membership in the UN System
|Legend "Sovereignty dispute" column
Criteria for inclusion
The dominant customary international law standard of statehood is the declarative theory of statehood, which was codified by the Montevideo Convention of 1933. The Convention defines the state as a person of international law if it "possess[es] the following qualifications: (a) a permanent population; (b) a defined territory; (c) government; and (d) a capacity to enter into relations with the other states" so long as it was not "obtained by force whether this consists in the employment of arms, in threatening diplomatic representations, or in any other effective coercive measure".[improper synthesis?]
Debate exists on the degree to which recognition should be included as a criterion of statehood. The declarative theory of statehood argues that statehood is purely objective and recognition of a state by other states is irrelevant. On the other end of the spectrum, the constitutive theory of statehood defines a state as a person under international law only if it is recognised as sovereign by other states. For the purposes of this list, included are all states that either:
- (a) consider themselves sovereign (through a declaration of independence or some other means) and are often regarded as satisfying the declarative theory of statehood, or
- (b) are recognised as a sovereign state by at least one UN member state
Note that in some cases, there is a divergence of opinion over the interpretation of the first point, and whether an entity satisfies it is disputed. Unique political entities which fail to meet the classification of a sovereign state are considered proto-states.
- 203 states recognised by at least one UN member state
- Two states that satisfy the declarative theory of statehood and are recognised only by non-UN member states: Artsakh, Transnistria
- One state that satisfies the declarative theory of statehood and is not recognised by any other state: Somaliland
The table includes bullets representing entities which are either not sovereign states or have a close association to another sovereign state. It also includes subnational areas where the sovereignty of the titular state is limited by an international agreement. Taken together, these include:
- States in a free association relationship to another state
- Two entities controlled by Pakistan which are neither sovereign states, dependent territories, or part of another state: Azad Kashmir and Gilgit Baltistan
- Dependent territories of another state, as well as areas that exhibit many characteristics of dependent territories according to the dependent territory page
- Subnational entities created by international agreements
- ISO 3166-1
- Adjectivals and demonyms for countries and nations
- Gallery of country coats of arms
- Gallery of sovereign state flags
- List of countries and capitals in native languages
- List of national capitals in alphabetical order
- List of country-name etymologies
- List of dependent territories
- List of international rankings
- List of ISO 3166 country codes
- List of micronations
- List of rebel groups that control territory
- List of states with limited recognition
- List of territorial disputes
- Sovereign state
- List of administrative divisions by country
- Template:Clickable world map
- Terra nullius
- This column indicates whether or not a state is a member of the United Nations. It also indicates which non-member states participate in the United Nations System through membership in the International Atomic Energy Agency or one of the specialized agencies of the United Nations. All United Nations members belong to at least one specialized agency and are parties to the statute of the International Court of Justice.
- This column indicates whether or not a state is the subject of a major sovereignty dispute. Only states whose entire sovereignty is disputed by another state are listed.
- The member states of the European Union have transferred part of their sovereignty in the form of legislative, executive, and judicial powers to the institutions of the EU, which is an example of supranational union. The EU has 28 member states.
- Information is included on:
- The extent to which a state's sovereignty is recognised internationally. More information can be found at List of states with limited recognition,
- Membership in the European Union,[c] where applicable,
- Any dependencies, if applicable, which are generally not part of the territory of the sovereign state,
- federal structure of the state, where applicable. More information can be found at Federated state,
- Any autonomous areas inside the territory of the sovereign state,
- Any situations where one person is the Head of State of more than one state,
- Any governments in exile recognised by at least one state.
- Commonwealth realms are members of the Commonwealth of Nations in which the head of state is Queen Elizabeth II. The realms are sovereign states; see Relationship of the realms.
- For more information on divisions with a high degree of autonomy, see the List of autonomous areas by country.
- The Argentine Constitution (Art. 35) recognises the following denominations for Argentina: "United Provinces of the Río de la Plata", "Argentine Republic" and "Argentine Confederation"; furthermore, it establishes the usage of "Argentine Nation" for purposes of legislation.
- The member states of the Union of South American Nations have transferred part of their sovereignty in the form of legislative, executive, and judicial powers to the institutions of the UNASUL, which is an example of supranational union. The UNASUL has 12 member states.
- The legal name for Canada is the sole word; an officially sanctioned, though disused, name is Dominion of Canada (which includes its legal title); see: Name of Canada, Dominion.
- The government of Cape Verde uses "Cabo Verde" as the English translation since 2013
- The People's Republic of China (PRC) is commonly referred to as "China", while the Republic of China (ROC) is commonly referred to as "Taiwan". The ROC is also occasionally known diplomatically as Chinese Taipei, along with other names.
- In 1949, the Republic of China government led by the Kuomintang (KMT) lost the Chinese Civil War to the Communist Party of China (CPC) and set up a provisional capital in Taipei. The CPC established the PRC. As such, the political status of the ROC and legal status of Taiwan (alongside the territories under ROC jurisdiction) are in dispute. In 1971, the United Nations gave the China seat to the PRC and the ROC withdrew from the UN. Most states recognise the PRC to be the sole legitimate representative of all China, and the UN classifies Taiwan as "Taiwan, Province of China". The ROC has de facto relations with most sovereign states. A significant political movement within Taiwan advocates Taiwan independence.
- See also Dates of establishment of diplomatic relations with the People's Republic of China and Foreign relations of China.
- More information on more or less federal structures can be found at a List of federations.
- Also known as Congo-Kinshasa. Formerly referred to as Zaire, its official name from 1971 to 1997.
- Also known as Congo-Brazzaville.
- A simpler official short name has been encouraged by the Czech government, "Czechia". By 2017, this variant remains uncommon. Nevertheless, this term has been adopted by several companies and organisations, including Google Maps, instead of the term "Czech Republic". See Name of the Czech Republic
- The government of East Timor uses "Timor-Leste" as the English translation.
- Formerly referred to as the Kingdom of Swaziland, its official name until 2018.
- Åland was demilitarised by the Treaty of Paris in 1856, which was later affirmed by the League of Nations in 1921, and in a somewhat different context reaffirmed in the treaty on Finland's admission to the European Union in 1995.
- Also known as Guinea-Conakry.
- While sometimes referred to as the "Republic of Iceland" and sometimes its counterpart Lýðveldið Ísland in Icelandic, the official name of the country is simply Iceland. One example of the former is the name of the Constitution of Iceland, which in Icelandic is Stjórnarskrá lýðveldisins Íslands and literally means "the Constitution of the republic of Iceland", but note that "republic" is not capitalised.
- "Ireland" is the official name in English. "Republic of Ireland" (the official description in English) and "Éire" (the official name in Irish) have sometimes been used unofficially to distinguish the state from the larger island of Ireland; this is officially deprecated. See names of the Irish state.
- The government of Ivory Coast uses "Côte d'Ivoire" as the English translation
- Both North Korea and South Korea claim to be the sole legitimate government of Korea. See also Foreign relations of North Korea and Foreign relations of South Korea.
- The country's official name of Myanmar, adopted in 1989, has been mixed and controversial, with the former name Burma sometimes being used. See Names of Myanmar.
- Formerly known constitutionally as the Republic of Macedonia from 1991 to 2019 and under the international designation of "the former Yugoslav Republic of Macedonia" (FYROM) from 1993 to 2019 due to the Macedonia naming dispute with Greece. Following the Prespa agreement going into effect in February 2019, the country was renamed to North Macedonia.
- Sovereignty over Kashmir is disputed between India and Pakistan; smaller parts are disputed by the People's Republic of China and the Republic of China. Kashmir is divided between India, Pakistan and the PRC. See the List of territorial disputes.
- Formerly known as Ceylon until 1972.
- Formerly known as the Nagorno-Karabakh Republic, its official name from 1991 to 2017
- The sovereignty over the Spratly Islands is disputed by China, Taiwan, Vietnam, and in part by Brunei, Malaysia, and the Philippines. Except for Brunei, each of these countries occupies part of the islands (see List of territorial disputes).
- The Sovereign Military Order of Malta is not included, as despite being a sovereign entity it lacks territory and does not claim statehood. Entities considered to be micronations are not included. It is often up to debate whether a micronation truly controls its claimed territory. Also omitted from this list are all uncontacted peoples, either who live in societies that cannot be defined as states or whose statuses as such are not definitively known.
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- See the following on statehood criteria:
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In addition to the four cases of contested statehood described above, there are three other territories that have unilaterally declared independence and are generally regarded as having met the Montevideo criteria for statehood but have not been recognized by any states: Transnistria, Nagorny Karabakh, and Somaliland.
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Considering each of these factors, Somaliland has a colorable argument that it meets the theoretical requirements of statehood. ... On these bases, Somaliland appears to have a strong claim to statehood.
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- The following bullets are grouped according to the availability of sources for the two criteria ((a) and/or (b)). This arrangement is not intended to reflect the relative importance of the two theories. Additional details are discussed in the state's individual entries.
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- World of Information (Firm), and International Chamber of Commerce (2003). Middle East Review 2003/04: The Economic and Business Report (27th ed.). London: Kogan Page. p. 161. ISBN 978-0-7494-4066-4. OCLC 51992589. | <urn:uuid:3479ba20-f987-4529-a923-129c3cf960e3> | CC-MAIN-2019-09 | http://en.turkcewiki.org/wiki/List_of_sovereign_states | s3://commoncrawl/crawl-data/CC-MAIN-2019-09/segments/1550247506094.64/warc/CC-MAIN-20190221172909-20190221194909-00444.warc.gz | en | 0.890553 | 14,175 | 3.09375 | 3 |
This tutorial will cover creating a 90 degree pipe that goes with the T-Section pipe we created in the Creating A Simple Mesh Using Splines tutorial.
I will only be introducing one new element into spline modeling: Bezier lines. Bezier lines allow you to control the shape of a line, which is exactly what we want to do to create rounded objects.
Also, all of the cloning/edits I mention are done in the top view unless otherwise stated.
See also Bezier curve
You've been working with them all along, just not knowingly. Circles are a form of Bezier splines. If you ever clicked on the vertex of a circle you would of noticed that two little green squares with a yellow line connecting them would of appeared around the vertex. These are called handles. By moving these handles you can change the shape of the curve on the spline.
Use the same settings as stated in the Simple Mesh tutorial (16 Grid, Grid snap on).
Lets start off by creating a circle with a radius of 64 (Same radius as the pipe in the previous tutorial). Convert it to an editable spline and go into element. Select the circle and clone it over and up 256 Units (256 units right, 256 units up). Now rotate it 90 degrees. We have now created the beginning and end of the 90 degree pipe.
Now, lets create the splines to connect the two pieces. Since this is an even 90 degree piece, this will be very easy. Draw 3 circles from the midpoint of the existing circles(From the left circle go up until it is parallel with the other circle, draw the new cirles from there) Create the circles so that they line up with the existing circles. Take the circle in the middle and clone it down so it lines up with the bottom of the circle, and move the circle that you clone from up so it lines up with the top of the pipe beginning / end. You should now have something like this:
Note the extra part of the circles, they need to be removed to leave just a 90 degree section
Now you'll need to shave off the extra parts of the circles. First you should select the pipe beginning/end object and attatch all the loose circles to it (The surface tool only works on a single object). Now go into segment select mode and select all those extra loose segmenets and delete them. Hmm it looks like a rounded pipe to me . Lets make a Referenced clone and apply the surface modifier so we can see our curved pipe.
Right now, the pipe is pretty boring, so lets add rounded flanges on the end. This is a lot easier than it sounds. Remember, you don't have to do anything to make the referenced surface update, it'll do it by itself as you edit. You need to be in element edit mode(with the spline object selected) while doing the following.
Lets start by cloning the end circle over twice, 16 units each time. Now lets uniformly scale the circle upwards by 120 (Look at the XYZ fields at the bottom of the screen for the scale factor). You should now have this:
The next part is a little tricky. We need to look in the front view and draw a circle using the edge creation method, and drag from left to right to connect the two shorter circles. Now attatch the newly created circle. As you may of noticed, the top of the is slightly taller then the circle we scaled by 120 earlier. To remedy this, cut endpoint snapping on and drag the small circle's vert to the top of the largest circle's vert. If done correctly they will snap and line up exactly(Cut endpoint snapping off when you aren't using it). Now is a good time to delete the extra lower half of the circle.
You may of noticed that the circle may not be in a shape you exactly like. You can change the shape by moving the handles on the circle's verts. Play around with them and you will get the shape you want. Mine turned out looking like this:
Keeping the small piece lined up is the hardest part, but EndPoint snapping makes it a lot easier
Now, clone the circle we just made to the other parts of the circle. (3 times in all, the left, right, and bottom) Remember to rotate it 90 degrees each time to line it up, and if you have problems lining it up, use endpoint snapping to snap the small piece like you did on the top. (Select the top vert at the top of the half-circle, drag it to the vert of the big circle). If everything went well, you should be able to look at your referenced mesh and see the flange at the end of it. As you may of noticed, the concentration of polygons on the flange is very high. Lets use a less polygon intensive method on the other side.
Lets begin making our lower-poly flange by copying the top circle end up 32 units. Next use create line tool to draw a line between the top two verts of the two circles. "But that doesn't look very round to me, and when I click on the verts of the line I don't see any handles?". Right you are, we are about to do something about that. You need to select both verts of JUST the line we created. To make this easier, under Selection in the Editable Spline check Segment End. This allows you to click on the segment and it selects the nearest vert that belongs to it. Hold control and select both verts of the line. After doing so, hold control and right click ON one of the verts. This will pop of a new menu. Go to Edit/Edit Spline Menu→Bezier. This converts the verts from corner to Bezier. Now you will be able to give the spline a nice curve by dragging the handles. Mine ended up like this:
Handles do not make the line go exactly to their position, they only make the line 'lean' that way
All thats left to do is clone / rotate it like you did for the other end. The entire scene ended up looking like this:
The flange on the right side is much more reasonable to be used
Notice how the second spline method we used resulted in less polys, and fits better with the polygon concentration of the rest of the object. Some would even suggest adding in second circle in the middle of the bend so the bend would be smoother. I'll leave that to you as a bonus exercise (Hint, you'll have to divide the long splines that make the bend)
In this tutorial we created a curved pipe and added rounded flanges using the basics of Bezier splines. I hope you learned much from this tutorial. Remember, using Max is a learning experience. I learn something almost every time I use it. For example, I never knew that you could convert Spline types using a menu until today. (Holding Control, Shift, or Alt all pop up different right click menus)
Sorry if the tutorial was a little vauge in places. The subject is a little hard to explain. As usual, I'm open to suggestions / comments —Dr.Nick
Legal: Suggestion moderators (GodKings): Move this page to the 3DSM part of the Wiki.
Wormbo: Just link it from there.
Tarquin: Not sure what '3dsm' is – link it from Modeling?
Legal: Neither am I, but I got confused (thought it was another fancy UED3 thing) so move to Modelling/Spline... please.
Tarquin: I prefer not to have subpages unless they're clearly related. There aren't any "areas" of the wiki – you create strcture by making links. | <urn:uuid:5e24faf5-968b-487a-bc5a-3d9c7965575f> | CC-MAIN-2021-49 | http://mc.flibnet.org/UnrealWiki/creating-a-rounded-mesh-usi.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964358953.29/warc/CC-MAIN-20211130050047-20211130080047-00116.warc.gz | en | 0.925788 | 1,641 | 3.390625 | 3 |
Frequent intake of a "western diet" -- consisting of foods that are high on sugar and fat levels -- is behind an alarming rise of conditions such as overeating and obesity, warn researchers.
However, according to the study, the increased "peripheral endocannabinoid signalling" in the western food is the key factor that triggers an anxiety in the people to eat more.
The endocannabinoid system -- located throughout the mammalian body, including the brain and all peripheral organs -- helps in many aspects inside our body with major functions related to intake of food, balancing the energy and reward.
The findings showed blocking the actions of these endocannabinoids can lead to normalisation of food intake and meal patterns, thus help in the treatment or cure of overeating and obesity.
"Our research shows that targeting cannabinoid receptors in the periphery with pharmacological inhibitors that do not reach the brain holds promise as a safe therapeutic approach for the treatment of overeating and diet-induced obesity," said lead author Nicholas V. DiPatrizio, Assistant Professor at the University of California, Riverside.
"This therapeutic approach to targeting the periphery has substantial advantages over traditional drugs that interact with the brain and cause psychiatric side-effects," DiPatrizio added.
Using a mouse model, the team fed a group of mice on a western diet for 60 days and another who was kept on a low fat or sugar diet.
The results revealed that the mice group on the western diet displayed 'hyperphagia' with increased weight. These also had the tendency to intake larger amount of food with the habit of consuming more calories at a higher pace.
"These hyperphagic responses to western diet were met with greatly elevated levels of endocannabinoids in the small intestine and circulation," DiPatrizio said, adding that further research is necessary to identify whether similar mechanisms drive obesity in humans.
The study appears in the journal Physiology and Behavior. | <urn:uuid:ddc5dce2-e68c-4694-8b16-b5ded6a97009> | CC-MAIN-2022-49 | https://www.medindia.net/news/peripheral-endocannabinoid-signalling-triggers-people-to-eat-more-167002-1.htm | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710916.40/warc/CC-MAIN-20221202183117-20221202213117-00501.warc.gz | en | 0.951264 | 401 | 3.046875 | 3 |
National Defense Education Act
||This article possibly contains original research. (September 2013)|
|Long title||An Act to strengthen the national defense and to encourage and assist in the expansion and improvement of educational programs to meet critical national needs and for other purposes.|
|Nicknames||National Defense Education Act of 1958|
|Enacted by||the 85th United States Congress|
|Effective||September 2, 1958|
|Statutes at Large||72 Stat. 1580|
|Titles amended||20 U.S.C.: Education|
|U.S.C. sections created||
It was one of a suite of science initiatives inaugurated by President Dwight D. Eisenhower in 1958 motivated to increase the technological sophistication and power of the United States alongside, for instance DARPA and NASA. It followed a growing national sense that U.S. scientists were falling behind scientists in the Soviet Union, catalyzed, arguably, by early Soviet success in the Space Race, notably the launch of the first-ever satellite, Sputnik, the previous year.
The act authorized funding for four years, increasing funding per year: for example, funding increased on eight program titles from $183 million in 1959 to $222 million in 1960. However, in the aftermath of McCarthyism, a mandate was inserted in the act that all beneficiaries must complete an affidavit disclaiming belief in the overthrow of the U.S. government. This requisite loyalty statement stirred concern and protest from the American Association of University Professors and over 153 institutions.
Cause and purpose
The NDEA was influenced by the Soviet launch of the satellite Sputnik on October 4, 1957. U.S. citizens feared that education in the USSR was superior to that in the United States, and Congress reacted by adding the act to bring U.S. schools up to speed.
The year 1957 also coincided with an acute shortage of mathematicians in the United States. The electronic computer created a demand for mathematicians as programmers and it also shortened the lead time between the development of a new mathematical theory and its practical application, thereby making their work more valuable. The United States could no longer rely on European refugees for all of its mathematicians, though they remained an important source, so it had to drastically increase the domestic supply. At the time, "mathematics" was interpreted as pure mathematics rather than applied mathematics. The problem in the 1950s and 1960s was that industry, including defense, was absorbing the mathematicians who should have been at high schools and universities training the next generation. At the university level, even more recently, there have been years when it was difficult to hire applied mathematicians and computer scientists because of the rate that industry was absorbing them.
Additionally, more high school graduates were beginning to attend college. In 1940 about one-half million Americans attended college, which was about 15 percent of their age group. By 1960, however, college enrollments had expanded to 3.6 million. By 1970, 7.5 million students were attending colleges in the United States, or 40 percent of college-age youths.
The act, therefore, was designed to fulfill two purposes. First, it was designed to provide the country with specific defense oriented personnel. This included providing federal help to foreign language scholars, area studies centers, and engineering students. Second it provided financial assistance—primarily through the National Defense Student Loan program—for thousands of students who would be part of the growing numbers enrolling at colleges and universities in the 1960s.
Breakdown by Title
Title I of the NDEA serves as an introduction to the content and purposes of the Act.
Title II of the NDEA authorizes the provision of student loans and provides terms by which they may be awarded. Initially, Title II provided scholarships (also known as grants) rather than loans. However, since congressmen were worried about the message sent by giving students a “free ride,” the amount of scholarship money was reduced by the Senate, eliminated entirely by the House, and ultimately changed to an exclusively loan-based system before the Act passed.
Title III of the NDEA provides additional financial assistance for the purposes of strengthening science, math, and foreign language programs. Latin and Greek programs are not funded under this title, on the grounds that they are not modern foreign languages, and thus do not support defense needs.
Title IV of the NDEA provides funding for graduate fellowships in order to increase the number of graduate-level professionals and university professors. Priority was given to students who stated an interest in becoming a professor. However, certain fields (such as folklore) were specifically exempted from these fellowships. Title IV was also one of the only two federal programs (along with Title VI of the NDEA) in existence at the time that gave any funding to the humanities.
Title V of the NDEA includes provisions for the training of guidance counselors and the implementation of testing programs to identify gifted students. This laid the groundwork for Academically Gifted (AG) and Gifted & Talented (GT) programs and began the trend of using standardized testing in schools to measure competency.
Title VI of the National Defense Education Act provides funding for language and area studies programs. "Area studies" includes such subjects as African American studies and Latin American studies.
Title VII provided funding for research in the more effective use of technology for educational purposes.
Title VIII of the NDEA provided funding for vocational training in order to better prepare citizens for the workforce.
Title IX of the NDEA established the Science Information Institute and Science Information Council in order to disseminate scientific information and assist the government in matters of a highly technical nature.
Title X contains miscellaneous provisions regarding legal and pragmatic details of the Act.
The NDEA includes Title X, Section 1001 (f), a mandate that all beneficiaries of the act complete an affidavit disclaiming belief in the overthrow of the U.S. government. Some in higher education opposed the disclaimer affidavit, as it came to be called, because they said it attempted to control beliefs and as such violated academic freedom. Initially, a small number of institutions (Barnard, Yale, and Princeton) refused to accept funding under the student loan program established by the act because of the affidavit requirement. By 1962, when the disclaimer affidavit was repealed, the number of schools protesting the clause was 153.
After four years of seemingly ineffective protest, the disclaimer requirement was repealed in the Fall of 1962 by President John F. Kennedy who was spurred by an incident extraneous to universities' protests. In particular, following the public disclosure of the case of a National Science Foundation Fellowship recipient who had run into trouble with the House Un-American Activities Committee, and had been convicted of contempt of Congress. Kennedy interpreted this case proved the affidavit clause to be ineffective, and, in spite of—rather than because of—protest prior to 1961, the disclaimer requirement was excised.
- Schwegler 1
- Michael Simkovic, Risk-Based Student Loans (2012)
- Schwegler 19
- AAUP Bulletin 282
- Schwegler 18
- Schwegle 18-19
- Leonard, Barry (1981). Evolution of a Problematic Partnership: The Feds and Higher Education. DIANE Publishing.
- Heller, John (1959). "The Classics and the National Defense Education Act". The Classical Journal 54 (7): 303–306.
- Dorson, Richard. "Folklore and the National Defense Education Act". The Journal of American Folklore 75 (296): 160–164.
- Schwegler 99-100
- Copy of the original National Defense Education Act (P.L. 85-864; 72 Stat. 1580), History of Federal Education Policy website
- Urban, Wayne J. More Than Science and Sputnik: The National Defense Education Act of 1958 (University of Alabama Press; 2010) 247 pages
- Barksdale Clowse, Barbara. Brainpower For The Cold War: The Sputnik Crisis and National Defense Education Act of 1958" (Greenwood Press; 1981) 225 pages
- Schwegler, Stephan J. (1982). Academic Freedom and the Disclaimer Affidavit of the National Defense Education Act: The Response of Higher Education. Dissertation: Teacher's College, Columbia University. | <urn:uuid:71341bd4-ab7d-45be-b35b-3bbbe3ccc0c6> | CC-MAIN-2015-35 | https://en.wikipedia.org/wiki/National_Defense_Education_Act | s3://commoncrawl/crawl-data/CC-MAIN-2015-35/segments/1440646242843.97/warc/CC-MAIN-20150827033042-00169-ip-10-171-96-226.ec2.internal.warc.gz | en | 0.941712 | 1,712 | 2.828125 | 3 |
If you read ASweetLife often, you know that we believe a low-carbohydrate or ketogenic diet is key to managing both Type 1 and Type 2 diabetes. Keeping carbs low is the single best way to achieve tight, healthy, normal blood sugars, and is the best way to break the cycle of insulin resistance.
However, people with diabetes need their diets to do more than just optimize their metabolism. They also need to derive nourishment from their diet, just like everyone else. And the keto diet can accommodate many different foods and ways of eating, ranging from fully vegan to the 100% meat “carnivore” diet, and many points in between. Some low-carbohydrate foods are nutrient dense, and some are nutrient poor, and it pays to know the difference.
Raphael Sirtoli, co-founder of Nutrita Pro, an app that tracks key foods and nutrition, explains how to get the right nutrients, and why it’s important.
What is nutrient density?
The healthfulness of any one food goes far beyond a simple accounting of its calories or macronutrients. We can examine the wholesomeness of foods with much greater detail, chiefly by looking at vitamin and mineral content.
“Nutrient density” is the best way to approach this topic, and it’s a crucial concept in nutrition. The more nutrient dense a food is, the more nutrients (vitamins, minerals) you get for a standard amount of the food, measured in grams or calories.
As far as calculations go, it’s pretty simple. In fact, it’s too simple. There are many reasons why it’s inaccurate. Here are 3 important ones:
- With the ‘per calories’ approach we end up inflating the nutritional value of plants because they’re less energy dense than animal foods on average
- The calculation assumes perfect absorption of vitamins and minerals, ignoring important differences in how nutrients are taken up and (processed for energy or structural roles)
- It doesn’t account for the fact that some nutrients come in inactive forms that carry a cost for being converted into active ones.
Government and corporation food labels ignore these facts. The nutrient density score in the Nutrita Pro does not.
People are nourished not only by essential vitamins and minerals, but also by essential amino acids (protein) and fatty acids (fat).
So, with this new tool to figure out a food’s nourishing level, let’s take a look at which foods are most nutritious.
Most nutrient dense low-carb foods
1. Organ meats (offal)
Organ meats are probably the most nutrient-dense foods available, outranking fruits, vegetables and muscle meats in pure nutrient-density. They are particularly rich in B vitamins and in important minerals, such as iron and magnesium, that can be otherwise rare in common foods. Liver, for example, is packed with vitamins A (retinol) and riboflavin, copper, niacin and Vitamin B6. Some cuts, such as beef tripe and chicken feet, are particularly rich in gelatin (collagen).
Organ meats are often considered an acquired taste at best in today’s United States, but they are cherished ingredients in much of the world, from France to Mexico to China. With the right touch they could become a delicious part of your diet too.
2. Fish, shellfish, meat, eggs and dairy
Non-organ animal products are probably the second most nutritionally-dense group.
Beef is a truly complete source of protein – many so-called “carnivore” dieters appear to thrive essentially on beef alone! Ribeyes, which have a wonderfully delicious blend of lean and fat, contain plenty of vitamin B12 and minerals like iron, zinc, selenium and phosphorus.
Chicken eggs are close to nature’s ‘perfect food’ as they might be the single best source of protein – and it’s not just the egg whites. There’s something about eating the whole egg that improves muscle protein synthesis better than eating the same amount of protein alone. Eggs are an excellent source of pantothenic acid and choline.
Full-fat dairy such as blue vein cheese has a respectable overall nutrient density score and is a great source of protein. Interestingly, its healthy fat profile and high levels of fat-soluble vitamin K2 are thought to be responsible for full-fat dairy’s apparent protection from heart disease.
We’ve all heard that we should be eating more seafood, so it should come as no surprise to hear that fish like salmon are near the top of the nutrient-density charts. Salmon, one of the most popular varieties of rich, fatty fish, is a great source of the active forms of omega-3s (DHA and EPA). It also has lots of the active form of vitamin D3 (cholecalciferol), which helps maintain overall good health and strong bones. Other vitamins found in salmon are B3 (niacin), B5 (pantothenic acid) and B6 (pyridoxal 5’-phosphate).
Shellfish are also replete with nutrients. Clams are another excellent source of complete protein, and are rich in minerals like selenium, zinc and contain a lot of cobalamin (vitamin B12). Like many shellfish, they have a slight carbohydrate content, about 6 g of carbs for 10 small clams, a sizeable helping.
3. Green leafy vegetables, fruit and legumes
There’s a big drop in the average nutrient density of foods from group #2 to group #3.
Why do animal foods dominate the top of the list? This actually makes sense: animals harvest the nutrients from their food and masterfully concentrate them in their own bodies, converting nutrients from plants (and bacteria!) into their active forms. Also, animal foods are mostly made from the essential macronutrients fat and protein. Carbohydrate, the third macronutrient, is not actually essential. Animal foods also contain virtually all the essential micronutrients humans require to live.
Plant foods can certainly fit into a healthy, nutrient dense diet, although on their own (as in vegan diets) supplements become crucial. In practice it’s difficult to eat enough of even the most nutritionally dense vegetables, because they contain comparatively so little energy and nutrition in each mouthful.
Leafy green vegetables tend to contain the most nutrients, pound for pound, in virtue of being very low calorie. Kale contains quite a bit of the mineral manganese and vitamin C, both of which are hard to find in animal foods. Avocados are rich in the mineral potassium which helps normalize blood pressure, as well as vitamin B5 (pantothenic acid). Although avocados are known for their vitamin E content, it’s mostly in the inactive form (?-tocopherol). Only a small fraction can be converted into the active form (?-tocopherol).
You might be surprised to see that fruits are generally less nutritionally dense than commonly supposed. Typically, it is the less sweet fruits that are closer to their natural wild forms that pack in the most nutrients: blackberries and raspberries are good examples. Lemons are also a very low-sugar fruit, with lots of vitamin C.
Legumes aren’t good low-carb options, generally speaking, because of their high carbohydrate content. With some portion control, however, they can be incorporated into a healthful lower-carbohydrate diet. Consuming them after meat and greens lowers glycemic excursions and can be a helpful technique for managing postprandial blood sugar levels.
One thing to note about legumes is that they contain a large number of anti-nutrients. Anti-nutrients are plant compounds that inhibit they body’s ability to absorb essential nutrients such as zinc, magnesium, potassium, iron and calcium. Because a typical nutrient density score does not factor in the effect of anti-nutrients, legumes may realistically be less nutrient dense than the Nutrition Facts label would have you believe.
Lima beans and black soybeans are some of the lower-carb legumes. They have similar nutritional profiles, with fair amounts of copper, manganese and magnesium.
The Least Nutritious Foods
The worst offenders are added sugar, flours, and high omega-6 seed oils. They should be avoided for three reasons.
First, they have terrible nutritional profiles, and are truly lacking in important micronutrient content. Flour, for example, needs to be fortified in order to avoid frank nutrient deficiencies. Second, they take up a large percentage of calories in the average diet and thus usually displace more nutrient dense options. Third, they interfere with normal metabolic responses and commonly induce chronic inflammation.
By eliminating the least nutritious foods, and focusing on nutrient-dense options, you increase your odds of being nutritionally sufficient. Fueling your body with what it needs while avoiding blood sugar swings is a win for diabetes management. | <urn:uuid:8c648a64-fab1-41cf-91a3-544a2624c6c9> | CC-MAIN-2020-50 | https://4-diabetes.com/the-most-nutrient-dense-low-carb-foods/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141176864.5/warc/CC-MAIN-20201124140942-20201124170942-00682.warc.gz | en | 0.934816 | 1,915 | 2.703125 | 3 |
How to gather information regarding an incident on school grounds
Finding and being able to properly identify the truth is imperative in any successful investigation. The basics of conducting an informational interview, such as locating reliable witnesses, guidelines to follow during the interview procedure, and techniques to assist in conducting an interview are discussed.
***This version is in digital download format. No physical product will be shipped to you. For best results, print on 8.5x11 inch cardstock but also looks great on normal printer paper.*** | <urn:uuid:180d2d07-2ab8-4e8c-82ae-662d040ab782> | CC-MAIN-2019-47 | https://prepared-schools.com/products/interviewing-techniques | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496665809.73/warc/CC-MAIN-20191112230002-20191113014002-00353.warc.gz | en | 0.939061 | 103 | 2.546875 | 3 |
It’s shocking how easy and cost effective it is to implement different forms of green energy. The information gathered here will get you started on your journey toward using green energy and reaping its many benefits.
Solar water heaters are a great option and can significantly decrease the cost involved with heating all of the water in your home. Both natural gas and electricity are inefficient heating methods, while solar water heaters use the sun to constantly heat your water. Some of these upgrades, while more expensive up-front, may qualify for green energy tax deductions.
You can conserve energy by shading your windows from sunlight. Keep blinds closed and curtains drawn. Less heat will be allowed in, and your summer air conditioner costs will be greatly reduced with just these two simply steps In addition to conserving energy, you will be able to save money.
Solar panels are easy to install. It is important, however, that you do your homework before making the leap. One of the main things to consider prior to installing solar panels is the amount of sunlight your home gets. If you live somewhere where the sun doesn’t shine often, or in a shady location, you won’t get as much benefit from solar power.
Do you have a farm? If so, you can rent a portion of it so wind turbines can be installed. You will benefit from the wind turbine’s free energy and it will take up minimal space.
If you want to reduce your carbon footprint as well as save some money, do a load of dishwashing only when the dishwasher is filled to capacity. If you only have a couple of dishes, do not put them in the dishwasher and turn it on. You might be surprised by how much you can actually fit in the dishwasher. Experiment with different ways of loading the dishwasher in order to fit in as many dishes as possible.
Make sure when you aren’t using something to turn it off. So, make sure you turn things off like the computer, TV, or lights when you leave a room. Use power strips for your electronics, and make sure to turn it of when you are not using it. If it is in standby it’s still wasting power.
If you prefer to use your dishwasher to wash your dishes, only run it when it is full to capacity. It consumes the exact same amounts of electricity and water even if it’s not full. When the dishwasher is used, it is also important to use the main energy-saving feature, which air-dries the dishes.
Take time to maintain your fridge properly. Refrigerators take up lots of energy, so making sure they’re in working order is always good to know. Make a regular habit of removing dust from the refrigerator’s heating coils. Also, ensure that the door seals tightly and that it is clean.
Switch your boiler to save more energy. Many old boilers were not made with saving energy in mind, whereas new boilers tend to be more energy efficient. They produce much less carbon dioxide that benefits you, and they cut down on energy costs.
Energy Star Rated
Replace your older appliances with the newer, energy-efficient ones that have Energy Star ratings. Any Energy Star rated appliance guarantees better energy efficiency than an older one without the rating. Refrigerators and freezers that are Energy Star rated uses approximately twenty percent less energy. While dishwashers and washing machines can save up to fifty percent on energy bills.
A good green energy tip while cooking at home is to use a microwave whenever you can. When cooking in the oven or on the stove, it tends to burn up a lot more energy. Any time you could perform a task in the microwave without altering the results, such as boiling water, do so. You can conserve a significant amount of energy this way.
Try bamboo products when buying wood items. Bamboo is technically grass, yet it is a lot stronger than a most of the wood you’ll find. It grows very fast and is being made into a variety of products from flooring to hard wood cutting boards for retail purchase. This saves energy on the recycling and production end of manufacturing products.
Install light sensors that are automatic and have motion detection in the rooms with lots of traffic. These sensors will turn lights on and off automatically depending on if someone’s in the room, saving energy and money. Make sure outdoor lighting, such as above your garage, in also included.
Solar panels can be used to help make your home green. While you do make a large investment when you begin, the government offers grants to help you offset the costs, and you’ll make the money back in utility bill reduction or selling the extra energy you create back to the grid. Solar energy is free once panels are installed, and you might even have the opportunity to sell off some of this power to local electric companies.
This article is full of easy, simple tips, which means there is no excuse not to get started. Becoming a green energy user allows for some peace of mind and more money in your budget. Implement these ideas today and make tomorrow a little brighter. | <urn:uuid:d86a72dd-98a9-4529-8fe1-7a789e8ef2ae> | CC-MAIN-2021-25 | https://homelightingsolutions.net/some-helpful-green-energy-technology-tips-anyone-can-use/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487633444.37/warc/CC-MAIN-20210617192319-20210617222319-00274.warc.gz | en | 0.946551 | 1,060 | 2.703125 | 3 |
How does ransomware begin?
According to a new report from Palo Alto, the answer is primarily through email.
The report shows the top arrival protocols for ransomware. The biggest vector is SMTP, at 45%, followed by IMAP at 26.5%. When combined with POP3 (3.8%), you get the following: 75.3% of ransomware attacks arrive via email.
Source: Palo Alto
What does this mean for you? It's yet another reminder that the best defense against ransomware comes through preventing phishing emails.
When you reduce phishing emails reaching the inbox, you reduce the risk of ransomware. With Avanan, that reduction is as much as 99.2%.
Ransomware is causing business leaders to stress, and understandably so. The high-profile nature of the attacks, combined with serious monetary and data damage, is cause for concern.
But there's action you can take. It starts with implementing an anti-phishing program that uses Artificial Intelligence and Machine Learning.
Avanan’s patented technology utilizes cutting-edge AI and machine learning, along with human input from end-users and trained researchers to catch the attacks that Microsoft and other security layers miss.
Our technology deploys in five minutes and is embedded within Office 365 as an additional layer. It scans and prevents malicious emails before they hit the inbox, meaning end-users never see it and, most importantly, never click on it.
Ransomware doesn't have to keep you up at night. With proper protection, it can be defeated. | <urn:uuid:c355c833-afa8-4121-801c-9840f1bde36e> | CC-MAIN-2022-05 | https://www.avanan.com/blog/majority-of-ransomware-attacks-start-via-email | s3://commoncrawl/crawl-data/CC-MAIN-2022-05/segments/1642320300997.67/warc/CC-MAIN-20220118182855-20220118212855-00327.warc.gz | en | 0.947361 | 316 | 2.515625 | 3 |
As the slow road to Peace was underway, bumpy at times. The latest round of Peace talks took place in Paris in May of 1946. The first meeting, which took place in 1945 in London was marred by squabbling between the U.S. and the USSR. A second Foreign Ministers Conference took place in Moscow a few months later, and it was considerably more productive – still, there were sticking points. This latest set of talks, taking place in Paris, as France had joined the Council of Foreign Ministers further laid groundwork and the final wording for what would be the Paris Peace Treaties of 1947, ahead of a future meeting of the Ministers in New York between October and December of 1946.
Giving a report card on the sessions, Secretary of State James Byrnes made a nationwide address and outlined what was accomplished during this session. The principle area of discussion was regarding the treaty with Italy, but no firm resolution had be arrived at, and the discussions were left to be continued in October when the Council resumed in New York. Since the May Council Meeting adjourned until later on in June, some issues were still left to be discussed during this session. The question of the unification of Germany and if it was a possibility. There were some, even in the Soviet Union who were in favor of reunifying Germany, but that all remained to be seen and discussed. Secretary Byrnes did put forth a proposal to declare Germany a Demilitarized zone for a period of no less than 25 years. But that idea was rejected by Soviet Foreign Minister Molotov as unworkable, and went on to say some German Army units were still armed and mobilized, primarily in the British sector (the claim was not backed up and was doubted by both Britain and the U.S.).
But this Conference continued along a hopeful note, which was a far cry from the embattled first Foreign Ministers meeting in London during September of 1945.
Here is that address by Secretary of State James Byrnes, as it was delivered on May 20th 1946. | <urn:uuid:7cfc6b4b-f63e-4e62-b788-960569ba3284> | CC-MAIN-2021-25 | https://pastdaily.com/2016/05/20/paris-peace-conference-1946-past-daily/?shared=email&msg=fail | s3://commoncrawl/crawl-data/CC-MAIN-2021-25/segments/1623487660269.75/warc/CC-MAIN-20210620084505-20210620114505-00557.warc.gz | en | 0.994074 | 410 | 3.0625 | 3 |
Glucagon (Gcg) is a peptide hormone, made by alpha cells of the pancreas. When blood glucose level is too low, glucagon-secreting alpha cells produce glucagon and release it into the bloodstream. Glucagon acts primarily on the liver, promoting the conversion of liver glycogen into glucose and the release of glucose into the bloodstream, known as glycogenolysis. It also facilitates gluconeogenesis, the production of glucose from amino acid molecules. Besides, it reduces glucose consumption by the liver as much as possible to ensure that more glucose flows into the blood pressure to keep blood sugar stable. In all, glucagon counteracts the effect of insulin on blood sugar, thus making blood glucose level in a narrow range.
The glucagon signaling pathway is a process of a series of elevated blood glucose enzymatic reactions triggered by the binding of glucagon that produced by pancreatic islets alpha cells to the glucagon receptor on the surface of liver cells.
Glucagon signaling pathway mainly assists glucagon to exert its role of raising blood glucose to sustain blood glucose homeostasis in the body and synergizes with insulin. In other words, the glucagon signaling pathway can prompt the catabolism of glucose, which is opposite to the role of the insulin signaling pathway.
The glucagon receptor (GcgR) is a member of the family B receptors within the G protein-coupled superfamily of seven transmembrane-spanning receptors. Glucagon receptors primarily distribute on the surface of liver and kidney cells. When blood glucose levels are low, pancreatic alpha cells secrete glucagon. And then, glucagon binds to glucagon receptors on the target organ, which induces a conformational change in the receptors, resulting in activation of the G proteins conjugated to the receptors, mainly Gs and Gq.
Activated Gs, in turn, activates adenylate cyclase, which catalyzes the production of cyclic adenosine monophosphate (cAMP) by ATP. The generated cAMP acts as a second messenger to activate the protein kinase A (PKA) pathway. In this pathway, elevated cAMP-activated PKA, in turn, activates glycogen phosphorylation kinase, which phosphorylates glycogen phosphorylase into an active alpha form that initiates the breakdown of hepatic glycogen, also known as glycogenolysis. cAMP can also phosphorylate glycogen synthase by PKA, inactivating glycogen synthase, thereby inhibiting glycogen synthesis. Besides, CAMP can also activate lipoprotein kinase via PKA to promote fat hydrolysis. The glycerin and fatty acid content in the plasma rises, and as a result, the gluconeogenesis is enhanced.
Upon the activation of Gq, the phospholipase c-inositol triphosphate channel is activated, resulting in intracellular Ca2+ release. Together with PKA, Ca2+ activates ERK1/2 protein, and ERK1/2 phosphorylation activates CREB. CREB is activated by ERK and binds to PGC-1 promoter to enhance PGC-1 expression. PGC-1 can up-regulate G-6-Pase and the transcription level of PEPCK, thereby increasing glucose.
Glucagon also stimulates beta-oxidation of liver mitochondria, which provides energy for glucose production.
DysfunctionGenetic variation and functional change of the protein molecules involved in the glucagon signaling pathway, as well as metabolic factors, cause abnormal signal transduction, which triggers hyperglycemia. So these abnormalities are also targets of drug therapy for hyperglycemia and related diseases.
Studies have confirmed that disruption of the glucagon signal leads to hyperglucoseemia and alpha-cell proliferation. Abnormal high-level secretion in patients with type II diabetes may be due not only to dysregulation of glucose levels and "missing" in islets, but may also reflect impaired glucagon signaling in the liver.
It has been reported that some patients with glucagonoma have very low amino acid levels, suggesting that pathological glucagon levels may cause liver inhalation of amino acids to be converted to urea. And the conversion may lead to severe hypoamino acidemia. It is well known that glucagon is a powerful regulator of amino acid production of liver urea.
Commonly, obese patients have dysfunction both in islet alpha and beta cells, resulting in excessive secretion of glucagon, impaired insulin secretion, thus triggering severe disorder of blood glucose metabolism in the body. Therefore, having a deep understanding of the glucagon signaling pathway is very helpful to research therapy for obesity.
|ACACA||ACACA Antibody||ACACA Protein||ACACA cDNA||ACACA ELISA Kit|
|ACACB||ACACB Antibody||ACACB Protein||ACACB cDNA||ACACB ELISA Kit|
|ADCY2||ADCY2 Antibody||ADCY2 Protein||ADCY2 cDNA||ADCY2 ELISA Kit|
|AKT1||AKT1 Antibody||AKT1 Protein||AKT1 cDNA||AKT1 ELISA Kit|
|AKT2||AKT2 Antibody||AKT2 Protein||AKT2 cDNA||AKT2 ELISA Kit|
|AKT3||AKT3 Antibody||AKT3 Protein||AKT3 cDNA||AKT3 ELISA Kit|
|ATF2||ATF2 Antibody||ATF2 Protein||ATF2 cDNA||ATF2 ELISA Kit|
|ATF4||ATF4 Antibody||ATF4 Protein||ATF4 cDNA||ATF4 ELISA Kit|
|CALML3||CALML3 Antibody||CALML3 Protein||CALML3 cDNA||CALML3 ELISA Kit|
|CALML4||CALML4 Antibody||CALML4 Protein||CALML4 cDNA||CALML4 ELISA Kit|
|CALML5||CALML5 Antibody||CALML5 Protein||CALML5 cDNA||CALML5 ELISA Kit|
|CALML6||CALML6 Antibody||CALML6 Protein||CALML6 cDNA||CALML6 ELISA Kit|
|CAMK2A||CAMK2A Antibody||CAMK2A Protein||CAMK2A cDNA||CAMK2A ELISA Kit|
|CAMK2B||CAMK2B Antibody||CAMK2B Protein||CAMK2B cDNA||CAMK2B ELISA Kit|
|CAMK2D||CAMK2D Antibody||CAMK2D Protein||CAMK2D cDNA||CAMK2D ELISA Kit|
|CAMK2G||CAMK2G Antibody||CAMK2G Protein||CAMK2G cDNA||CAMK2G ELISA Kit|
|CPT1A||CPT1A Antibody||CPT1A Protein||CPT1A cDNA||CPT1A ELISA Kit|
|CPT1B||CPT1B Antibody||CPT1B Protein||CPT1B cDNA||CPT1B ELISA Kit|
|CPT1C||CPT1C Antibody||CPT1C Protein||CPT1C cDNA||CPT1C ELISA Kit|
|CREB1||CREB1 Antibody||CREB1 Protein||CREB1 cDNA||CREB1 ELISA Kit| | <urn:uuid:41a9e7fa-f83c-42d5-928d-eba969b8f8ba> | CC-MAIN-2021-49 | https://www.cusabio.com/pathway/Glucagon-signaling-pathway.html | s3://commoncrawl/crawl-data/CC-MAIN-2021-49/segments/1637964363309.86/warc/CC-MAIN-20211206163944-20211206193944-00247.warc.gz | en | 0.819688 | 1,711 | 3.609375 | 4 |
After being raised in rural Northamptonshire, England, Adams left school at just 16, and took an apprenticeship at a chemist — a pharmacy — called Boots, in Cambridgeshire. He did well: Boots, which also did research on drugs, paid for him to return to school and get a degree in pharmacy. Once out of school in 1945, he worked for the company to produce penicillin, and did well with that: he was moved to the company’s research department, and then got his PhD in pharmacology in 1952. His interest: rheumatoid arthritis. At the time, arthritis was treated with high doses of aspirin, which is tough on the stomach, or steroids, which have their own significant side effects.
In 1953, Adams started work on finding a new drug that would help treat arthritis. He and his team had hope for phenoxy acids. By 1961 they narrowed their target to phenyl-propanoic acids, testing one after another to see if it reduced inflammation …with negative results. After months and months of testing, including Stewart taking candidate drugs himself when he suffered from headaches (photo), the team finally settled on 2-(4-isobutylphenyl) propanoic acid as the most promising, and put it into clinical trials. The drug worked, measurably reducing inflammation and pain — and several times better than aspirin. It also had many fewer side effects than aspirin, and reduced fever. Boots was granted a license in the U.K. for the new drug on February 3, 1969 — exactly 50 years ago. They called it Brufen, and it was a revolution in the treatment of arthritis: the first successful nonsteroidal anti-inflammatory drug (or “NSAID”) since aspirin. Today the drug is better known by its generic name: ibuprofen. “It wasn’t only just me,” Adams would modestly say. “I don’t like to be considered as the inventor.” But he was proud to lead the team that brought so much relief to the world. In fact, ibuprofen is on the World Health Organization’s List of Essential Medicines, the safest and most effective medicines needed in any health system. Dr. Adams died on January 30 at the Queen’s Medical Centre in Nottingham. He was 95. | <urn:uuid:d70f1c1a-2981-458c-961e-1b05028046b2> | CC-MAIN-2019-18 | https://www.honoraryunsubscribe.com/stewart-adams/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578551739.43/warc/CC-MAIN-20190422095521-20190422121521-00200.warc.gz | en | 0.983079 | 490 | 2.609375 | 3 |
Structural Biochemistry/Membrane Proteins/Methods for Studying Membrane Proteins/Solution NMR Spectroscopy
Understanding how membrane proteins function has posed difficulty because they cannot be purified or removed from the membrane without losing vital information. To study them, they must be placed in an environment that mimics conditions they are typically found in and then analyzed through solution NMR spectroscopy. Solution NMR spectroscopy requires certain compounds and assemblies to stabilize membrane proteins as they are analyzed.
Typically, micelle-forming detergents are used to stabilize the proteins when they are in aqueous solution. Detergents are molecules that contain both hydrophobic and hydrophilic regions. Each detergent has a critical micellar concentration (cmc) where if detergent molecules are in concentrations below their cmc, they will exist as monomers; if they are above, they will exist as detergent micelles that are in equilibrium with detergent monomers.
However, detergents are not ideal for studying membrane proteins. Because they are highly dynamic, they can cause the protein to unfold and aggregate. Membrane proteins that contain sections which extend onto the aqueous space are particularly difficult to study with detergents because these regions unfold and become destabilized. The spherical shape of micelles also poses a problem as the membrane the proteins are found in are planar. Detergent molecules can also interfere with experimental conditions used to study membrane proteins and it takes quite a bit of time to find a compatible detergent for the protein to be studied.
Using detergents overall can be time consuming and problematic.
Lipopeptide Detergents (LPD's)
Detergents are essential tools used by scientists for the biochemical and structural study of membrane proteins. The structural study of membrane proteins requires detergents that can effectively mimic lipid bi-layers. Scientists are always struggling between what choice of detergent they want to use. Do scientists want detergents that promote protein stability or detergents that form small micelles?
Dodecyl-β-D-maltopyranoside (DDM) is generally considered as one of the best detergents for maintaining protein stability, and the use of this detergent has been influential in the crystallization of landmark proteins. Although DDM is great for maintaining protein stability, its large micelle size is one of the reasons why most membranes proteins crystallized from DDM diffract only low to moderate resolutions.
Lipopeptide Detergents (LPD’s) are a new class of amphiphile (a water loving and fat loving molecule) that consists of a peptide scaffold that supports two alkyl chains, one anchored to each end of an α-helix. The LPD design is an attempt to create an amphiphile that can form small micelles, but create an acyl packing environment that is more comparable to the interior of a bi-layer that of a micelle. Eventually scientists were able to create a Lipopeptide detergent with this exact design. The LPDs were able to self-assemble into small micelles, and are gentle, nondenaturing detergents that preserve the structure of the membrane protein in solution for an extended period of time. The target conformation for an LPD monomer is that of a wedge, with the inside edge consisting of the two hydrophobic acyl chains opposite from a wider surface consisting of the polar face of the helix (Shown in the 2nd picture) LPDs are highly effective at stabilizing proteins, because of the formation of favorable membrane-like cylindrical acyl packing interactions at the hydrophobic surface of the target protein. (shown in part c and d picture on the left).
LPDs in NMR Normal detergents used in NMR are generally harsh and aggressive. Conformational exchange in PDCs(protein detergent complex) is a common problem. LPD are useful in NMR because the membrane-like environment achieved from PDC, while the mass stays at a minimum.
Practicality of LPDs Although LPDs are relatively expensive compared to other detergents, LPD is effective at very low molar mass ratios of 12-20 LPD monomers per protein, very little LPD is required to fully solubilize a target membrane protein. All the added LPD is used in the final sample for crystallization trials or NMR spectroscopy. This makes LPD highly efficient in what it does.
An alternative to detergents are amphipols, or amphiphatic polymers. Developed mainly by Jean-Luc Popot and colleagues, amphipols have “polymeric backbones that are covalently modified with stochastic distribution of hydrophobic and hydrophilic groups”. Amphipols are used as a detergent-free membrane substitute that conserve the membrane protein function.
Lipid Bilayer Systems
Another technique is using lipid bilayer systems. Lipid bilayer systems oftentimes preserve the integrity and structure of the membrane protein much better than amphipols and detergents. Three classes of membrane mimics fall under this category: liposomes, bicelles and nanolipoprotein particles (NLPs).
Bicelles are also used to study membrane proteins. Bicelles are binary, water-soluble assemblies of lipids and detergents. Ideally, the lipids will form the central part of the bicelle and the detergents will form the edge of the assembly. The assembly itself is a roughly circular patch of lipid bilayer in aqueous solution.
A way to study membrane proteins in their native environment uses nanolipoprotein particles (NLPs), or nano discs or reconstituted high density lipoprotein particles (rHDLs). NLPs are made of non-covalent assemblies of phospholipids arranged as a discoidal bilayer.
A way to study membrane proteins in their native environment uses nanolipoprotein particles (NLPs), or nano discs or reconstituted high density lipoprotein particles (rHDLs). NLPs are made of "noncovalent assemblies of phospholipids arranged as a discoidal bilayer, surrounded by amphipathic apolipoproteins".
- Raschle, T., Hiller, S., Etzkorn, M., & Wagner, G. (2010). Nonmicellar systems for solution NMR spectroscopy of membrane proteins. Current Opinions in Structural Biology , 471-479. | <urn:uuid:86eebf5a-61ae-4670-942b-c56cca6473d0> | CC-MAIN-2015-18 | http://en.wikibooks.org/wiki/Structural_Biochemistry/Membrane_Proteins/Methods_for_Studying_Membrane_Proteins/Solution_NMR_Spectroscopy | s3://commoncrawl/crawl-data/CC-MAIN-2015-18/segments/1429246639191.8/warc/CC-MAIN-20150417045719-00191-ip-10-235-10-82.ec2.internal.warc.gz | en | 0.904529 | 1,393 | 3.25 | 3 |
Rashes caused by feline miliary dermatitis, also known as cat eczema, are extremely common in domesticated cats. These itchy rashes are caused by allergies and may be worsened by nutritional deficiencies or stress. Severe cases of miliary dermatitis require corticosteroids such as prednisone, which can only be prescribed by a veterinarian. While corticosteroids are effective, they are also costly and may cause serious side effects, including depression of the immune system and gastrointestinal problems. According to holistic veterinarian Shawn Messonnier, many cases of feline eczema can be treated using safe, effective home remedies.
Very few over-the-counter drugs are safe for pets, and it is always best to check with a veterinarian before giving a cat any human medication. However, the antihistamine diphenhydramine hydrochloride-- found in many homes under the trade name Benadryl--is generally recognized as safe for use in cats. A commonly recommended dose is 1 milliliter (mL) per pound of body weight. For example, a 6-lb. cat gets 6-mL of Benadryl per dose. You may need to administer twice daily until the cat's symptoms abate, and it may cause the cat to become drowsy and lethargic. Watch for signs of allergic reaction, such as wheezing, seizures and diarrhea. Note that antihistamines are not as effective as corticosteroids for treating rashes in cats.
Omega-3 deficiency is common in animals with eczema and other skin rashes. Most commercial cat foods contain too little of these essential fatty acids, found in cold-water fish like salmon. Daily supplementation with fish oil can help to mitigate the chronic deficiencies that cause cats to develop rashes. Additionally, probiotics like L. acidophilus can be administered in the form of a yogurts, supplements or specialized pet foods. These friendly bacteria can restore balance to the skin and work to eliminate rashes and bald spots. Antioxidants like vitamin E, A and D can also help to restore injured skin tissue and may relieve itching. Check with your veterinarian about giving your cat a daily multivitamin.
Without extensive testing, it is impossible to determine the underlying allergies that can cause dermatitis in cats. Many allergens, like grass pollen and dust, may be unavoidable. However, fleas are responsible for the majority of severe cases of miliary dermatitis, and they are one of the easiest allergens to eliminate. Nontoxic, natural flea control measures like essential oils of clove, lavender, neem and cinnamon are sufficient for many cats. Other may require stronger, synthetic formulas like Frontline. If you believe your house has been colonized with fleas, it may take extensive vacuuming and floor-treatment to eliminate these pests.
- Shawn Messonnier, DVM: Sensitive Skin? Feline Wellness Magazine, Oct/Nov 2009.
Shelby Gordon/Demand Media
Juniper Russo, an eclectic autodidact, has been writing professionally since 2008. Her work has appeared in several online and print-based publications, including Animal Wellness. Russo regularly publishes health-related content and advocates an evidence-based, naturopathic approach to health care. | <urn:uuid:fa9df2d6-67ec-4517-810f-e4e458d27d3e> | CC-MAIN-2022-33 | https://animals.mom.com/home-remedy-for-cat-rashes-12230874.html | s3://commoncrawl/crawl-data/CC-MAIN-2022-33/segments/1659882571097.39/warc/CC-MAIN-20220810010059-20220810040059-00393.warc.gz | en | 0.927686 | 706 | 3.03125 | 3 |
How to Flesh Out Your Children’s Book’s Main Character
When writing a children’s book, it is important that your main character has a driving desire that is apparent to the reader. So how do you let the reader know about your character’s driving desire?
Well, you could spell out this desire in a straightforward, narrated manner. For example, if you were writing Snow White, you could tell the reader: “There was a queen who wanted more than anything to be the fairest in the land.” But you shouldn’t. After all, where’s the drama in that?
What you should do is opt for the more subtle approach in which the reader discerns the protagonist’s core by observing how she behaves and interacts with others. It’s far more captivating for your readers to figure out the protagonist’s driving desire for themselves.
In other words, show the queen in action as she flaunts her hatred by arguing in dialogue with the mirror; dresses up like a witch, and hunts down Snow White and then, with gnarled fingers, offers her the poisoned apple. Finally, show the interaction between the queen and the hunter when she orders him to kill Snow White.
Don’t tell readers the queen is driven by her desire; show how she acts in order to fulfill that desire. Have them hear her argue aloud with the mirror. Get them in that bedroom as she transforms herself into a witch. Make them smell the fresh crispiness of the apple she offers Snow White.
You can help your readers discover your main character’s desire by going through the fleshing out process. Giving your main character a set of physical attributes is important, but what fills out a great character is all the quirks, desires, and emotions that comprise a human being.
Literally, fleshing out is taking the want (the skeleton) and adding the muscles, ligaments, skin, and all the rest to bring your character alive on the page.
Fleshing out involves making your character real, just like the Blue Fairy made Pinocchio a real boy. You build a character bit by bit, making him real by planting clues throughout your story about how the character thinks and feels, by letting the reader hear what he says and how he says it, and by allowing the reader to watch as he interacts with other characters to reach his goal.
Fleshing out is all about what your character does. The old “what you do shows more about who you are than what you say” adage holds true here more than ever.
It’s all well and good if your friend says, “I’ll be loyal to you forever”; it’s quite another to watch her defending you by raising her fists, actively taking your side by stepping over to you, acting loyal by the things she does. Readers need to see your characters doing. It’s what your characters do that makes them memorable.
To flesh out a character, you need to have him lead the way through the basic plot or the action of your story. But if you don’t know him well enough to do that yet, you can do one of two things: You can practice having him talk to another character, or you can make a character bible. | <urn:uuid:e27a27ab-c1b4-49b5-9b6a-d1a3555838ce> | CC-MAIN-2019-39 | https://www.dummies.com/careers/career-planning/choosing-a-career/how-to-flesh-out-your-childrens-books-main-character/ | s3://commoncrawl/crawl-data/CC-MAIN-2019-39/segments/1568514576122.89/warc/CC-MAIN-20190923064347-20190923090347-00107.warc.gz | en | 0.966006 | 695 | 3.421875 | 3 |
Nature crafts and process art with natural materials are good and simple ways to engage little ones in nature. Collecting the materials gives children a reason to get outside and when they start working on their project they get beneficial sensory stimulation. Above all, they have fun! But as kids get older, they sometimes lose interest in these types of nature activities and I often get asked about ideas for older children, from the age of about 9 and up. This is right at the age where I find that they start craving more practical and adventurous activities, like making and maintaining a fire, learning how to cook outside, backpacking and becoming skilled at using tools like knives and axes. I’ve noticed myself that although my youngest daughter, who is 7, is still gung-ho about most nature crafts, my oldest, who is 10, is a lot harder to woo these days. Having said that, both of them had a ball when I suggested that they decorate a hiking stick out of natural materials!
This activity is perfect for fall, when there are a lot of leaves on the ground and plants are on their last leg or have already wilted and dried. They may be down and out for the season, but they can still make for a beautiful addition to this type of nature craft. I know some people feel wary of using objects from nature for crafts and although I think it’s OK for kids to pick flowers and collect things from nature it’s important to be mindful of the impact it may have. For example, I often talk to my kids about not collecting things that are rare or in places where it’s not permitted. For this particular project, we mostly utilized flowers from our backyard.
What you need to make a hiking stick:
- One tall stick
- Flowers, straws, leaves, feathers and other objects from nature
How to do it:
- Go out in a natural area and find a tall, straight and sturdy stick. If your child holds his arm out to the side, the stick should be slightly taller.
- Collect natural materials of your choice. If you pick flowers and straws, make sure to leave the stems long, since that makes it easier to attach them to the stick.
- Cut a longish piece of the twine and tie it to the top of the stick, then start to wind it around the stick while incorporating the natural objects in the desired order. Keep it tight and make sure to leave a gap for the hand. (We didn’t think of this until it was too late.) The gap should be approximately at the height of the arm when it’s stretched out straight to the side. This will make it easier to hold the stick when walking with it.
- Cut more twine as necessary and tighten it as you go. Cover the entire stick or just part of it, whatever your child feels like!
My girls were so happy with their hiking sticks that they decided to use them as decor in their outdoor playspace rather than walk with them. I hope your kids will like this activity as well, and remember that there is no right or wrong way to do it. Keep it open-ended and let your child rejoice in the process rather than focus on a specific product. Enjoy! | <urn:uuid:3a08d6db-11b2-4119-8aa4-553b38040834> | CC-MAIN-2023-50 | https://rainorshinemamma.com/make-a-beautiful-hiking-stick-with-nature/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100781.60/warc/CC-MAIN-20231209004202-20231209034202-00443.warc.gz | en | 0.968468 | 669 | 3.140625 | 3 |
By: Mia C.
Four red panda cubs were born this past summer, and the Wildlife Conservation Society just recently placed two cubs at the Himalayan Highlands at the Bronx Zoo, and the other two at Discovery Trail at the Prospect Park Zoo. The Wildlife Conservation Society has a strong reputation in breeding red pandas, as they design their program to keep the pandas’ growth as natural as possible. Since their species is starting to deteriorate, the WCS works in China and Myanmar to keep their population stable.
Red pandas are typically found in Nepal, India, Bhutan, China, and Myanmar. The cubs are born with a soft coat, and they reach adulthood at approximately eighteen months. Once they are adults, they develop a reddish-brown coat that can serve as a camouflage. They even have a thumb-like adaptation that helps them grasp things. (Read more…) | <urn:uuid:e15251e0-1d41-424c-8c09-b20d45ff49d7> | CC-MAIN-2017-43 | https://riverridgebiologynews.wordpress.com/2013/11/12/252/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-43/segments/1508187825812.89/warc/CC-MAIN-20171023073607-20171023093607-00674.warc.gz | en | 0.972831 | 183 | 2.703125 | 3 |
Bamboo Soil Clock
Written by Katie on September 22, 2009. Permalink
You remember doing a potato clock back in school, don’t you? Or at least you remember the idea? Well, using the same sort of principle, this clock creates electricity using wet soil from your own two potted plants, enabling you to have your own tiny electrical generator.
It uses electricity created by a reaction between zinc and copper electrodes, which are buried in the soil (you supply two potted plants). In this case, the wet soil becomes the electrolyte (the conductor) that enables the passage of voltage between the two electrodes. This battery can deliver 1.5 volts, but the earth must be kept moist, so don’t forget to water the plants! Handmade in the Netherlands.
Note: the zinc electrode will be consumed after several years of use. Not recommended for use with herbs or other plants you intend to eat.
$39.95, Buy it here.
Purchase Information:Price: $39.95
Availability: Buy Bamboo Soil Clock here | <urn:uuid:e550ef40-c934-413a-97a2-938ff3602b86> | CC-MAIN-2014-15 | http://www.betterlivingthroughdesign.com/category/accessories/clocks/page/5/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609526311.33/warc/CC-MAIN-20140416005206-00094-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.9106 | 223 | 2.515625 | 3 |
Dale Jamieson is professor of environmental studies and philosophy at New York University, and the author of “Reason in a Dark Time: Why the Struggle to Stop Climate Change Failed and What It Means for Our Future” (Oxford University Press, 2014).
NEW YORK — In the West, it is practically an article of faith that democracy is good for whatever ails us: Democracies don’t go to war with each other. They respond better to pandemics. They are uniquely able to protect human rights.
Since 1992 — when nations promised to stabilize “greenhouse gas concentrations in the atmosphere at a level that would prevent dangerous interference with the climate system” — the problem has accelerated. Annual CO2 emissions have increased more than 60 percent, atmospheric concentrations more than 15 percent, and the Earth has warmed more than half a degree centigrade. This has contributed to shrinking Arctic sea ice, rising sea levels and increasing damage from wildfires and extreme weather events.
Tackling climate change requires long-term commitments, yet the time horizon of democratic leaders is keyed to the electoral cycle.
As climate change plays a role in a broad range of human tragedies, including pandemics, we know the worst is yet to come. But are we — that is, our democracies — equipped to tackle it?
As Plato identified more than 2,000 years ago, democracies are vulnerable: Their voters can be ignorant, their leaders incompetent, their law and policies unstable due to abrupt and irrational shifts in public opinion.
Climate change plays into democracy’s weaknesses. It’s a global issue that can only be managed through global cooperation, yet democracies are responsible only to their own voters, which can weaken multilateral efforts and make governments glaringly indifferent to concerns beyond their own borders.
Tackling climate change requires long-term commitments, yet the time horizon of democratic leaders is keyed to the electoral cycle. Democracies also have large numbers of “veto players” who can prevent policies from being enacted, from the Yellow Jacket protesters in France to any 34 members of the Senate in the United States.
Successfully addressing climate change means listening to the science. Yet in a democracy, expertise is subservient to the voice of the people. A democratic citizen can say to the expert: “You may be right, but who made you the boss about what we should do?” The democratic citizen can even say, “You may be an expert, but who made you the boss about what I should believe?”
As British politician Michael Gove said during the Brexit campaign, “people in this country have had enough of experts.” With the help of social media, denialism about expertise appears to be on the rise in the West and is spilling over into conspiratorial confabulation. According to recent surveys, 44 percent of U.S. Republicans believe that Bill Gates is plotting to use COVID-19 vaccination campaigns as a pretext to implant microchips in billions of people, and one-fifth of young Australians believe Gates actually played a role in creating and spreading COVID-19.
At this point, you might be tempted to interject a thought attributed to Winston Churchill: “Democracy is the worst form of government,” the British prime minister is often quoted to have said. “Except for all the others.”
Maybe. My point is that while some countries have responded more effectively to climate change than others, there are no heroes in this story. From theocratic autocracies to proud democracies, every kind of state has failed to rise to the challenge.
If democracies are to do better in the struggle against climate change, they will have to put education at the center.
For the theorist John Dewey, democracy was a “way of life” in which a community collectively works through an ever-changing landscape of threats, challenges, opportunities and emergencies. Though he thought it essential, he was sometimes dismissive of the “machinery” of democracy — its institutional arrangements, formal procedures and even the act of voting.
In Dewey’s view, the solution to integrating expertise and democracy was simple: universal education. The focus, he said, should not be on teaching facts and inculcating values, but on assisting students in learning how to learn and to engage in moral deliberation. Citizens of a democracy must be able to tell the difference between experts and charlatans.
CO2 emissions have contributed to shrinking Arctic sea ice and rising sea levels| Mario Tama/Getty Images
No government can deliver solutions when its people are unable to recognize them or unwilling to accept them. No government can be more rational or compassionate than its citizens.
Solving climate change will not turn on abandoning or embracing democracy. It will depend on political leadership, and on citizens accepting the necessity of change.
Ultimately, a global solution to climate change has to be found within the political imagination of each country. The challenge may be even greater than we think. | <urn:uuid:053fa453-8222-420f-ad81-db08ff4c18e1> | CC-MAIN-2020-50 | https://images.politico.eu/article/can-democracies-beat-climate-change/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-50/segments/1606141708017.73/warc/CC-MAIN-20201202113815-20201202143815-00452.warc.gz | en | 0.954743 | 1,037 | 2.96875 | 3 |
It is that season of the year when we look carefully at our own students and new students coming into the program to check on their development. We are a school that takes child development very seriously and have designed much of how we implement the curriculum based on knowing what children can accomplish at different stages.
Arnold Gesell studied child development and set up a child study center at Yale. He designed an interview process, called the Gesell Developmental Observation
, which we have used since the early years of our school. Most of our teachers are trained in this process, and each year we interview all four-year-olds who are planning on attending kindergarten in the fall. This is the same interview that we give to incoming kindergarten and first grade students.
The student is asked to complete a number of tasks and the teacher observes what the child does as well as how the child approaches the tasks. Based on this observation, we see a cluster of behaviors that lead us to determine a child’s developmental age. Knowing this bit of information helps us know how best to challenge but not overwhelm a child in his work and play at school.
The Gesell Developmental Observation does not look at intelligence or aptitude or achievement. It simply identifies trends in development for each child. This assessment works along with observations from classroom work and experiences and will help teachers have a well-rounded view of a child’s growth, strengths, and challenges.
Not all children grow at the same rate of development. Some tend to be a half year ahead or a half year behind their chronological age and targeted grade level. Being ahead is never a difficulty in our school, but being a half year behind often means that a child is not ready for the tasks of that particular grade level. While we mix ages in classes, we want a common baseline for all children entering their grade level, and we want all children to experience success. We want them to know they can meet the challenges that stretch their abilities and build their confidence.
In the next weeks, all children who were four or five before September 1 will spend time with a teach completing these activities. If concerns come up about a child’s development in any area, teachers will contact you to begin a conversation about what we have noticed. | <urn:uuid:2787609f-fcd0-4b38-92a5-31c08e056fe9> | CC-MAIN-2022-49 | https://mustardseedschool.org/teachers_blog/gesell-developmental-observation/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710711.7/warc/CC-MAIN-20221129200438-20221129230438-00510.warc.gz | en | 0.970141 | 463 | 3.140625 | 3 |
Seborrheic dermatitis is a skin condition that causes the skin to become scaly, itchy, red and flaky. While seborrheic dermatitis primarily affects the scalp, it can affect any part of the body that is oily including the face, back and chest. The condition is called "Cradle Cap" in infants. Although unsightly in appearance, seborrheic dermatitis is not typically harmful and can often be self-treated with a good cleaning regimen and a gentle cleanser like Cetaphil.
Splash your scalp, face, back or chest with lukewarm water. Your skin should be moist, but not saturated.
Massage Cetaphil into your skin in a circular motion. Cover the entire area of your skin that is affected with seborrheic dermatitis.
Wipe away excess Cetaphil with a clean, soft cloth. Do not use water. Leave a thin layer of Cetaphil covering the affected area.
Wait a few minutes, then use a moistened cloth to rinse the rest of the Cetaphil off your skin. Splash with lukewarm water to ensure you have removed all the cleanser.
Pat your skin dry with a clean washcloth.
Hillary Marshall has been writing professionally since 2006. Before writing instructional articles online, she worked as a copywriter and has been published in "Ideal Living" "Sass" "Science Edge" and "Shopping Cents" magazines along with countless websites including Gadling a blog by the Huffington post. Marshall studied early childhood education at the Stratford Career Institute.
woman's side view washing face image by Jane September from Fotolia.com | <urn:uuid:126361f9-154e-4fab-ad52-2557d171195e> | CC-MAIN-2023-14 | https://healthyliving.azcentral.com/how-to-use-cetaphil-to-treat-seborrheic-dermatitis-12362834.html | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948900.50/warc/CC-MAIN-20230328232645-20230329022645-00087.warc.gz | en | 0.931737 | 362 | 2.734375 | 3 |
Does sunshine actually make you happy? A recent study from Brigham Young University has revealed that the amount of time between sunrise and sunset influences virtually everyone's mood — even more than factors like temperature, pollution, and rain.
Researchers investigated how someone’s mood is connected to weather and related factors. The team found that people reported more mental distress when the days were shorter and there was less sunshine, according to a press release from BYU. Results showed that the length of daylight was more influential in affecting people’s moods than the amount of actual sun rays being absorbed.
These conclusions were reached after researchers examined meteorological data from the university's Physics and Astronomy Weather Station and pollution data from the U.S. Environmental Protection Agency. They also compared weather with the mental health of patients at Brigham Young's Counseling and Psychological Services Center.
“That’s one of the surprising pieces of our research,” study author Mark Beecher said in the press release. “On a rainy day, or a more polluted day, people assume that they’d have more distress. But we didn’t see that. We looked at solar irradiance, or the amount of sunlight that actually hits the ground. We tried to take into account cloudy days, rainy days, pollution ... but they washed out. The one thing that was really significant was the amount of time between sunrise and sunset.”
Recently, several other studies have attempted to look at the weather’s effect on mood, but many came back with mixed results.
Source: Beecher ME, Eggett D, Erekson D, Rees LB, Bingham J, Bailey RJ, et al. Sunshine on my shoulders: Weather, pollution, and emotional distress. Journal of Affective Disorders. 2016. | <urn:uuid:a07a1d27-2d9e-4c93-ae31-dc0cda054581> | CC-MAIN-2017-13 | http://www.medicaldaily.com/seasonal-affective-disorder-happiness-actually-linked-sunshine-study-finds-403569 | s3://commoncrawl/crawl-data/CC-MAIN-2017-13/segments/1490218205046.28/warc/CC-MAIN-20170322213005-00474-ip-10-233-31-227.ec2.internal.warc.gz | en | 0.96255 | 370 | 3.21875 | 3 |
The anti-heroic reading of the First World War did not begin with Blackadder – Wilfred Owen has far more to answer for than Richard Curtis, says the former Archbishop of Canterbury, Rowan Williams.
Listening to the rhetoric of the Secretary of State for Education and his allies, you could be forgiven for thinking that the anti-heroic reading of the First World War began with Joan Littlewood, or even Richard Curtis. The truth is that the culprits are far more deeply entrenched in the cultural and educational world: the rot set in with the eyewitnesses whose records of the war made such an anti-heroic version almost canonical within a few years – the journalists and memoirists and, above all, the poets. Wilfred Owen has far more to answer for than Rowan Atkinson.
The prevailing reading of the 1914-18 conflict among most thoughtful people – across the class divides – was that it was a nightmare of ineptitude, squalor and waste. Geoffrey Studdert-Kennedy (“Woodbine Willie”), the army chaplain whose brave, sometimes nakedly sentimental poems shaped the response of huge numbers during and after the war, famously described the conflict as a “Waste of Muscle, Waste of Brain, Waste of Patience, Waste of Pain … Waste of Glory, Waste of God.” In another of his poems he describes his feeling after a week of conducting funerals: “God! What sorrow and what rain!” The stubborn affirmation of the dignity and, yes, heroism of individual soldiers is not allowed to obscure the absurdity and offence of the whole enterprise. | <urn:uuid:5ee374df-b334-4bff-a037-da7eb98a0f36> | CC-MAIN-2018-05 | https://roundhousepoetrycircle.wordpress.com/2014/08/03/wilfred-owen-the-peter-pan-of-the-trenches/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-05/segments/1516084889660.55/warc/CC-MAIN-20180120142458-20180120162458-00379.warc.gz | en | 0.950718 | 332 | 2.84375 | 3 |
Leptinella belong to the daisy family (Asteraceae / Compositae). As a rule, they are perennial creeping herbs forming a compact turf. Current estimates suggest there are c.33 species centred on Australasia with outliers in South Africa and South America. New Zealand has c.24 species, most of them endemic. However, the taxonomy of the New Zealand species is well overdue for revision having last been treated in 1972 (Lloyd 1972), with only minor tweaks since then (Heenan 2009), indications are that we probably have a few more species yet to describe, and a few adjustments will also need to be made.
Leptinella are probably better known to people as ‘cotula’, and under that name, they are renowned for the ‘no-mow’ lawns that they can create when planted closely together. Indeed, cotula are (or at least they were before ‘astro-turf’ dulled the imaginative) the preferred turf for New Zealand’s bowling greens.
All of the New Zealand species are creeping or small tufted herbs, that is except one, the Chatham Islands button daisy, Leptinella featherstonii – this one seriously bucks the trend. Instead of forming a turf it is a woody shrub up to 1.2 m tall.
Leptinella featherstonii is named after Dr Issac E. Featherston (1813–1876) who settled in New Zealand in 1841. He resided in Wellington where he was a physician, politician, first Superintendent of Wellington Province, and first Agent-General for New Zealand in London. The species was named for him by the renowned German botanist Ferdinand von Mueller (1825–1896) who was the state botanist of Victoria, Australia. Featherston, along with William T.L. Travers (1819–1903) helped finance the first serious botanical investigation of the Chatham Islands (Mueller 1864; Connor 1998).
Mueller was at first puzzled by the specimens of Chatham Islands button daisy that he received. Their upright woody growth habit he considered sufficiently unusual that he briefly flirted with the idea of naming a new genus, “Traversia” (in honour of his main New Zealand based financial botanical backer for the Chatham’s project W.T.L. Travers) to accommodate it. However, he eventually placed the plant in the genus Leptinella, a decision which prompted Joseph D. Hooker (1817–1911) his arch rival in all things botanical (Connor 1998), to place Mueller’s new species in Cotula. There it stayed until 1987 (123 years later no less!) when the Late David Lloyd and Colin Webb reassigned it Leptinella (Lloyd & Webb 1987).
When I first saw this species in 1996, I could not understand how on earth it was ever placed in Leptinella or Cotula. That was my first jaunt to the Chatham Islands – the most easterly outlier of the New Zealand archipelago, sitting perched on the Chatham Rise c.830 km east of Christchurch. The plants I saw then were located on a small rock stack near the north-eastern settlement of Kaiangaroa, on Rekohu (Chatham Island), the largest of the islands in the group.
At that site the species was all but functionally extinct. It had been discovered that Leptinella featherstonii thrives on a high nutrient overload. Without frequent guano and faecal enrichment, and constant disturbance, plants simply wither away and die. At the time the Department of Conservation elected to fertilize the remnant population with dollops of slow-release fertilizer. This measure has worked exceptionally well, allowing island visitors with an interest in the Chathams biota to see a plant that is otherwise known only from the predator-free, largely inaccessible often privately-owned outer islands, islets and rock stacks (see for example, an account of the Flora of Western Reef by de Lange & Sawyer (2008)). On those pockets of land, the seabird / seal ecosystem (known to ecologists as the ‘ornithocoprophilous’ ecosystem (see Norton et al. 1997)) remains intact, and there Leptinella featherstonii flourishes, on Rekohu (Chatham Island) that ecosystem is effectively extinct; so on that island the Leptinella, is also all but extinct.
Recently (over the last decade), the Taiko Trust (see https://www.taiko.org.nz/) have, in an ambitious restoration programme, started to recreate the ‘ornithocoprophilous’ ecosystem on headlands along the South Chatham coast of Rekohu. As part of that work they have been translocating Chatham Island seabirds and their associated flora to Rekohu. It’s working very well, and it is pleasing to see that new functional Leptinella featherstonii populations are now present within their restored sites, thriving on the ‘mess’ left behind by the albatrosses and petrels they have restored to the headlands.
Taxonomically though, Leptinella featherstonii remains anomalous. No other Leptinella has such a prominent, upright, shrubby habit, or produces wood. Was Mueller right to place this plant in Leptinella, or should it go into another genus after all? The advent of molecular systematics has helped clear up the situation. Leptinella featherstonii it transpires is correctly assigned to Leptinella (Himmelreich et al. 2014). Mueller was indeed right to make that decision. What is even more bizarre is that the sister species to it, is Leptinella pyrethrifolia, a South Island, scree-inhabiting species with the usual scrambling herb habit (de Lange 2018). We now know that the Chatham Islands endemic flora is derived from 29 separate dispersal events from mostly the westerly lying main islands of New Zealand, followed by some 6–2 million years of separate isolation and divergence (Heenan et al. 2010). The ancestral lineage of what of is now Leptinella featherstonii and L. pyrethrifolia split two ways, one branch colonized the Chatham Islands where it developed the unique, woody shrub habit to become L. featherstonii, whilst the other became a scree specialist we know as L. pyrethrifolia today.
- Connor, H.E. 1998: The Vegetation of the Chatham Islands by Ferdinand Mueller (1864): an appreciation. Muelleria 11: 13–25.
- de Lange, P.J. 2018: Leptinella pyrethrifolia var. pyrethrifolia Fact Sheet (content continuously updated). New Zealand Plant Conservation Network. http://www.nzpcn.org.nz/flora_details.aspx?ID=918 (23 November 2018)
- de Lange, P.J.; Sawyer, J.W.D. 2008: Flora of Western Reef, Chatham Islands. New Zealand Journal of Botany 46: 425-431
- Heenan, P. B. 2009: A diminutive new species of Leptinella (Asteraceae) from arid habitats of the South Island, New Zealand. New Zealand Journal of Botany 47: 127–132.
- Heenan, P.B.; Mitchell, A.D.; de Lange, P.J.; Keeling, J.; Paterson, A.M. 2010: Late Cenozoic origin and diversification of Chatham Islands endemic plant species revealed by analyses of DNA sequence data. New Zealand Journal of Botany 48: 83–136.
- Himmelreich, S. Breitwieser, I.; Oberprieler, C. 2014: Phylogenetic relationships in the extreme polyploid complex of the New Zealand genus Leptinella (Compositae: Anthemideae) based on AFLP data. Taxon 63: 883–898.
- Lloyd, D.G. 1972: A revision of the New Zealand, Subantarctic, and South American species of Cotula, section Leptinella. New Zealand Journal of Botany 10: 277-372.
- Lloyd, D.G.; Webb, C. J. 1987: The reinstatement of Leptinella at generic rank, and the status of the ‘Cotuleae’ (Asteraceae, Anthemideae). New Zealand Journal of Botany 25: 99-105
- Mueller, F. 1864: The vegetation of the Chatham-Islands – a flora of Chatham Island plants including descriptions of 129 indigenous species. Melbourne, Australia.
- Norton, D.A.; de Lange, P.J.; Garnock-Jones, P.J.; Given, D.A. 1997: The role of seabirds and seals in the survival of coastal plants: lessons from New Zealand Lepidium (Brassicaceae). Biodiversity and Conservation 6: 765-785 | <urn:uuid:21f55836-497e-48a7-8f28-0385caea56b9> | CC-MAIN-2020-34 | https://chathams.co.nz/chatham-oddities-the-anomalous-chatham-island-button-daisy/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439740733.1/warc/CC-MAIN-20200815065105-20200815095105-00202.warc.gz | en | 0.900698 | 1,945 | 2.921875 | 3 |
Anne Frank Bibliography
Frank, Anne. Anne Frank's Tales from the Secret Annex. Garden City, NY: Doubleday, 1984.
Collection of short stories written by Anne Frank. Suggested: have students read "Give." What does the story reveal about Anne Frank's Attitude toward other people? What is the quality of her writing. Compare it with her diary.
Frank, Anne. The Diary of a Young Girl: The Definitive Edition. New York: Doubleday, 1995.
Anne Frank: A History for Today. Amsterdam: Anne Frank House.
An exhibit catalog with text to accompany the exhibit, Anne Frank: A History for Today. Copies are available from the Tampa Bay Holocaust Memorial Museum and Education Center. For teachers bringing groups to the exhibit, this catalog will be a valuable resource in preparing students for the visit.
Reader's Companion to the Diary of a Young Girl. New York: Doubleday.
A timeline, questions and answers, and a brief biography on Anne Frank and her diary.
Barnouw, David, ed. The Diary of Anne Frank: The Critical Edition, The Netherlands State Institute for War Documentation. New York: Doubleday, 1989.
Essays on the history of Anne Frank including discussion of the diary's history, the investigation into who told on the Franks and other important historical events. Also includes Anne Frank's different entries and copies of the original writings.
Epstien, Rachel S. Anne Frank. New York: Franklin Watts, 1997.
Gies, Miep with Alison Leslie Gold. Anne Frank Remembered: The Story of the Woman Who Helped to Hide the Frank Family. New York: Simon & Schuster, 1987.
Memoir of Miep Gies from perspective of a helper looking back at the war years and recounting her experiences with Otto Frank and feelings about Anne Frank and her diary after the war. The award winning video with the same name by John Blair is also a valuable teaching resource.
Hurwitz, Johanna. Anne Frank: A Life in Hiding. New York: Beech Tree Books, 1993.
Jong, Louis de. The Netherlands and Nazi Germany. Cambridge, Mass: Harvard University Press, 1990.
Important analysis by Dutch Jewish historian on the Dutch reactions during Nazi occupation.
Linder, Willy. The Last Seven Months of Anne Frank. New York: Anchor Books Doubleday, 1991.
Testimonies by people who say Anne Frank during the last seven months of her life in Auschwitz and Bergen-Belsen.
Moore, Bob. Victims and Survivors: The Nazi Persecution of the Jews in the Netherlands, 1940-1945. New York: St. Martin's Press, 1997.
One of the most thorough researched and well-written accounts of this period available in English. It includes current research and discusses various interpretations of why so high a percentage of Dutch Jews perished during World War II.
Presser, Jacob. Ashes in the Wind: The Destruction of Dutch Jewry. London: Souvenir Press, 1968.
Classic account of the destruction of Dutch Jewry during World War II.
Van der Rol, Ruud and Rian Verhoeven. Anne Frank: Beyond the Diary. New York: Puffin Books, 1995.
Excellent photo essay of Anne Frank interspersed with selections from Anne Frank's diary. This is a well-written account of Anne Frank and her world (1929-45) and is a valuable resource for teachers and students and highly recommended to any reader interested in Anne Frank.
Van Galen Last, Dick and Rolf Wolfswinkel. Anne Frank and After, Dutch Holocaust Literature in Historical Perspective. Amsterdam: Amsterdam University Press, 1996.
Introduction into the rich literature of Dutch Jewish writers during and after the Holocaust with important bibliography.
Other Memoirs and Fiction
Boas, Jacob. We are Witnesses: Five Diaries of Teenagers who Died in the Holocaust. New York: Henry Holt, 1995.
Durlacher, Gerhard. Stripes in the Sky. London: Serpent's Tail, 1991.
Fink, Ida. A Scrap of Time and Other Stories. London: Peter Owen, 1988.
Flinker, Moses. Young Moshe's Diary: The Spiritual Torment of a Jewish Boy in Nazi Europe. Jerusalem: Yad Vashem, 1965.
Herzberg, Abel. Between Two Streams: A Diary from Bergen-Belsen. New York: St. Martin's Press, 1997.
Hillesum, Etty. Letters from Westerbork. New York: Pantheon Books, 1986.
Mechanicus, Philip. Waiting for Death: A Diary. London: Calder & Boyars, 1968.
Minco, Marga. The Glass Bridge. London: Peter Owen, 1988.
Minco, Marga. An Empty House. London: Peter Owen, 1990.
Minco, Marga. The Fall. London: Peter Owen, 1990.
Minco, Marga. The Other Side. London: Peter Owen, 1994.
Oberski, Jona. Childhood. Garden City, NY: Doubleday, 1983.
Senesh, Hannah. Her Life and Diary. New York: Schocken, 1973.
Prepared for the exhibit Anne Frank: A History for Today.
© Dr. Joyce Apsel, Director of Education, Anne Frank Center USA.
| Victims | Perpetrators | Bystanders | Resisters | Rescuers | Liberators | Survivors |
A Teacher's Guide to the Holocaust
Produced by the Florida Center for Instructional Technology,
College of Education, University of South Florida © 1997-2013. | <urn:uuid:7f26d2e4-9967-422f-aa44-9d890cc9bb16> | CC-MAIN-2014-10 | http://fcit.usf.edu/holocaust/people/FRANKBIB.HTM | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1393999650773/warc/CC-MAIN-20140305060730-00011-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.843194 | 1,183 | 3.125 | 3 |
Definitions of helot@ (i) Wikipedia
Class - Helots. "Straightforward little web apge about
the helots at the University of Sydney somewhere.
article about helots by Jona Lendering. This article contends
that the helots were a different ethnic group to the Spartans.
I wonder how different?
An article about the helots at the Baldwin Project web site.
5 . Economy:
Spartiate, Perioikoi and Helots. An article that considers
the importance of the helots to the Spartan economy.
values. Some info on the helots here.
quiz on Sparta. Can you correctly answer all five questions?
8 . The Helots.
A band in Phildalelphia, USA. There are five mp3s to download.
9 . The
Spartans. A nice little site at Channel 4 in Great Britain.
10 . The
University of Arkansas Classics Club Home Page. They like
to dress up.
Evil Empire. This article looks at those members of Spartan
society subject to the controls of the state. [It is not an article
about the United States of America.}
12 . Inquiry
into the Decline of Spartan Society until the Battle of Leuktra
371 BC. This article looks closely at the role of the helots
in the economy of Sparta.
was Spartan Strategy after the Persian Wars geared towards preventing
a helot revolt? | <urn:uuid:7d9dafa6-205b-4411-95fd-4940b0fe1cc9> | CC-MAIN-2016-50 | http://www.larkin.net.au/ah_hsc/Sparta/008_sparta_helots.html | s3://commoncrawl/crawl-data/CC-MAIN-2016-50/segments/1480698543577.51/warc/CC-MAIN-20161202170903-00281-ip-10-31-129-80.ec2.internal.warc.gz | en | 0.811862 | 309 | 2.796875 | 3 |
Animal and Plant Cell Models, Research, 9 M X 9 M Construction, and Cell Tour given to Life Science Students.
A biology class is divided into two groups: one an animal cell, and the other one, a plant cell. They are given a list of cell organelles to research and construct in their 9 M X 9 M model. Students must organize and assign duties, provide materials for this activity, and write a written report to hand in the day of the "Cell Tours" given to the Life Science Students for credit.
1. Students will learn what structures and functions are in an animal or plant cell through research.
2. Students will construct a model of a cell that can be entered into by other students for a guided cell tour that explains the organelles functions and responsibility as a whole unit in a living thing.
3. Students will write a final report about their cell based on a list of requirements such as who did what, and how was the cell constructed, as well as what "speaking parts" each member had on the cell tour.
1. Students will understand and be able to give an oral presentation of the structure and function of an animal or plant cell.
2. Students will be able to work cooperatively and organize their skills and time to complete this project in a timely manner.
1. Animal or plant cell organelles.
2. Phospholipid bilayer and selectivity.
3. Permeability vs. Semi-permeability
Context for Use
I do require the construction of the organelles be done in class, and not brought in from some other source.
Research–1 day model construct–3 days (48 min. periods)
Write report–1 say practice/give cell tour–1 day each
Biology students give Life Science students a guided cell tour while I give credit for speaking, asking and answering questions, etc.
Resource Type: Activities:Lab Activity
Grade Level: High School (9-12)
Description and Teaching Materials
Students are given a list of cell organelles and a report outline to follow. Research opportunities, model building materials and construction must be done in class.
This is a hands-on inquiry-based lab that the students are entirely in control of. They are assessed on participation, construction of organelle, accurate function of organelle and its relevance to other organelles in the report, and speaking parts while giving the "Cell Tours" to other classes.
I get permission from other teachers in my building to allow the Life Science students to come during Biology classes for the "Cell Tours"
Biology students introduce their "cell" and discuss each parts structure and function in an organized manner. Some groups dress alike and give quite a performance, as well as how each part works together as a whole unit for its survival.
Materials must be okayed ahead of time, and can not exceed the 9 M by 9 M size. (I fit 4 cells in back of my room)
Teaching Notes and Tips
-Paper mache, non-food items, balls, etc are good for the organelles.
-Have note cards available for the Cell Tour so students don't forget what to say.
-Have 7th graders write questions to bring on the cell tour before they can go on one.
-Parents and other teachers have been on our cell tours as well, it's fun for the students.
-Don't tape on paint that will chip, test beforehand.
Room can get noisy when all four cells have tours going on inside them, try to only have students touring in two of them at a time, a distance away from each other. It's harder to organize the tour schedules, but will pay off in better results and time for questions.
10 pts for participation each day (must be working)
10 pts for function of organelle accuracy
10 pts for model accuracy
10 pts for speaking on cell tour
Group points are given for the final report. | <urn:uuid:d4bcbc84-e317-4c43-83da-0fc3a4162409> | CC-MAIN-2014-52 | http://serc.carleton.edu/sp/mnstep/activities/27097.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-52/segments/1418802768957.83/warc/CC-MAIN-20141217075248-00075-ip-10-231-17-201.ec2.internal.warc.gz | en | 0.936187 | 827 | 3.546875 | 4 |
Dar es Salaam BRT: City Center Street Typology
In as complex an urban environment as central Dar es Salaam, streets have multiple functions. They allow cars, daladalas and other vehicles to access buildings and pass through the centre. They allow trucks to make deliveries. They provide space for parking and loading. They are the places where people walk. And streets provide some of the city centre’s few open spaces – places for residents, shop owners, employees and visitors to socialize, interact and relax.
At present, most city centre streets are designed in a similar fashion, and cater to cars and trucks, pedestrians, parking and in some cases, daladalas. In most cases, they perform none of these functions particularly well. They are difficult for cars to navigate; and walkways are narrow and frequently blocked by vendors or parked cars.
This chapter recommends a new framework to manage city centre streets. It recognizes that each street cannot perform every function well. Instead, it allows them to focus on one or two core functions. This takes advantage of the circulation changes that will be required for DART construction – namely, reserving Morogoro Road for buses, and reversing the direction of Samora Avenue. However, it goes further in proposing that some streets be reserved for pedestrians, and that some focus on the movement of vehicle traffic. | <urn:uuid:0a680ea2-1846-4dc7-8d1a-be924e4b2959> | CC-MAIN-2020-34 | https://www.itdp.org/publication/dar-es-salaam-brt-city-center-street-typology/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439738351.71/warc/CC-MAIN-20200808194923-20200808224923-00464.warc.gz | en | 0.949806 | 279 | 2.53125 | 3 |
Inclusionary zoning is a policy whereby a city or municipality mandates that a certain percentage of units in newly constructed multifamily developments has lower-than-market rents. This practice may also designate a proportion of newly built single family homes within subdivisions to be sold below fair market value.
It would seem that by implementing these zoning requirements, cities would be taking a step forward in making housing fair and affordable to all. However, when these zoning ordinances include stipulations as to who receives first priority in occupying low-rent housing, the policy can be quite the opposite of inclusionary. An article in the New York Times presents some examples from Connecticut and New York where the equality in affordable housing created under inclusionary zoning is called into question.
The cities whose “inclusionary” zoning requirements give residents, former residents, and city employees top priority when disbursing newly affordable units stand to deter fair housing, especially in situations when the city in question lacks socioeconomic diversity. This may be the case with most suburban municipalities, which historically, tend to be largely white, middle-to-high income families.
Due to this lack of diversity, residential priority in suburban “inclusionary” zoning will fail to provide a fair opportunity to affordable housing across race, ethnicity, and economic status. On the other hand, it will provide an economic upper hand to the already advantaged white middle class. It will illustrate the classic cliche: “the rich [although relative] get richer…” Suburban residents who qualify for affordable housing will end up in safer and possibly more economically lucrative areas than their inner city counterparts. Moreover, residential priority bars inner city families from gaining access to the better schools and public services that are associated with suburban living. Such segregation could lead to social inequality for future generations to come.
It is up to us, as housing advocates, to make sure that inclusionary zoning remains inclusionary, and that those seeking to better their situation through affordable housing have an equal opportunity to do so, regardless of where they live now. By restricting residential priority in zoning ordinances, we can make our communities more rich in diversity and abolish the notion that economic success is limited to one subset of the population. | <urn:uuid:b96e2cce-cd93-4d33-8da9-5fd8e3e766d8> | CC-MAIN-2020-10 | https://texashousers.net/2009/10/27/are-some-inclusionary-zoning-ordinances-promoting-racial-segregation/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-10/segments/1581875145818.81/warc/CC-MAIN-20200223154628-20200223184628-00000.warc.gz | en | 0.956231 | 450 | 3.140625 | 3 |
Stan Wagon, a mathematician at Macalester College, St. Paul, Minn., designed and tested a tricycle with square wheels. However, you won't see him riding it on sidewalks because he can only pedal it on surfaces with evenly spaced bumps having just the right shape.
Mathematically speaking, these special shapes are a series of inverted catenaries. Catenaries are curves formed by a sagging cord strung between two points, resembling a hyperbolic cosine. Turning the curve upside down produces an inverted catenary, just like each bump in Wagon's road.
Riding surfaces for bikes with other wheel shapes must be profiled accordingly, following the respective shape's inverted catenary. As the number of wheel sides increases, catenary segments get shorter and flatter. For an infinite number of sides — a circle — the curve becomes a straight, horizontal line. | <urn:uuid:4b0e4c3c-2150-4f5b-833d-5ed5fc7b7155> | CC-MAIN-2016-30 | http://machinedesign.com/print/archive/riding-flat-tires | s3://commoncrawl/crawl-data/CC-MAIN-2016-30/segments/1469257823802.12/warc/CC-MAIN-20160723071023-00295-ip-10-185-27-174.ec2.internal.warc.gz | en | 0.938991 | 180 | 3.65625 | 4 |
Time to prune tomatoes
Zucchini and peas are pick-able in our gardens now. But otherwise, we're in the summer stall - waiting for the majority of our plants to ripen for the harvest. Besides watering and weeding, there are a few things we can be doing in our gardens, especially with tomatoes, to keep them healthy while we're waiting for the harvest to begin.
Prune your tomato plants if they're getting wild and woolly. With proper pruning, you will not only neaten up the appearance of the garden, but fight off soil borne diseases, allow air to flow through the plants and spot insects more easily.
Prune tomatoes based on how they are watered
- If you water tomatoes overhead using a sprinkler, prune the lowest stems and leaves back to the main stem of the plant up so there is a clearance of about 1 ft. above the ground. Creating this distance between the plant and the soil keeps leaves from picking up soil-borne diseases from water splash-back during irrigation.
- If you use drip irrigation, prune leaves and stems at the bottom of the plant so that none of them directly touch the soil.
With both methods, the result is the same. We're pruning to keep the tomato plant healthy by preventing soil-borne diseases from coming into direct contact with the plant.
Prune to remove suckers to promote a healthier plant.
- Tomatoes have suckers. These are branches without flowers that won't produce fruit. They can be pruned to reduce the overall size of the plant. This pruning allows air to flow through the plant and you will be able to see insects more easily.
- As you remove suckers, follow the "Missouri Pruning" method. As you prune off the suckers, leave one stem above and one stem below each flower or fruit cluster. The stem above the fruit shades it and the stem below supplies sugar and carbohydrates for the ripening fruit. Scientists have verified that the fruited stem receives its nutrients from the stem below and that is why we need to leave that stem in place.
- Remove yellow leaves. Leaves at the bottom of the plant turn yellow because they are in the shade and do not receive the sunlight needed to stay green. Since they are not contributing to the health of the plant and are somewhat unsightly, they should be removed. | <urn:uuid:73606f12-130e-4ed7-93e0-aa23ca55f877> | CC-MAIN-2021-43 | http://pri.cchoapros.com/2016/07/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-43/segments/1634323585322.63/warc/CC-MAIN-20211020152307-20211020182307-00688.warc.gz | en | 0.935641 | 489 | 3.171875 | 3 |
Recent changes to the Americans with Disabilities Act (ADA) have gone into effect, and, for the most part, the updated rules will make it easier for people with special needs to access public places and services.
The ADA drastically improved wheelchair access in public places, but in the years since the ADA first came into effect in 1991, many people with special needs who may have once been forced to use wheelchairs for transportation have been able to get around through the use of "other power-driven mobility devices" like Segways, modified scooters and golf carts. The new regulations require places of public accommodation to provide access to users of such devices unless doing so would fundamentally alter a business's program or services or if access would create a safety hazard.
The revised ADA regulations also addresses inconveniences that may not be as apparent as lack of physical access. For example, people with physical disabilities have long complained that they do not have equal access to tickets to sporting events, concerts and other gatherings. In particular, tickets for people with physical disabilities are not always offered during special "pre-sale" events and online promotions, and in some cases promoters have forced people with disabilities to purchase tickets via telephone when most other customers can do so directly on the Web. Now, all tickets to public events must be offered to people with disabilities under the same terms enjoyed by people without disabilities.
When the ADA went into effect, it dramatically altered previously accepted building standards by requiring public places to provide access to people with physical disabilities. Since 1991, countless buildings have been retrofitted to accommodate people with disabilities, and most new buildings have been specifically designed to allow access. In response to continued problems with accessibility, the new ADA regulations contain building standards for many additional places of public accommodation that were not included in the 1991 regulations, including amusement rides, swimming pools and shooting ranges.
The new regulations do contain one rule that may pose a problem for some people who use service animals. While the government's prior definition of "service animal" was ambiguous, the new rules specifically state that a "service animal" can only be a dog that is individually trained "to do work or perform tasks" for a person with disabilities. This updated definition would allow businesses to exclude other kinds of animals that assist people with disabilities, and it would even give business owners the right to restrict service dogs who are only being used for comfort, therapy or emotional support.
To read the Department of Justice's primer for small businesses, which describes the new regulations in plain English, click here.Article Last Modified: 05/05/2011
© 2017 ElderLawNet, Inc. | <urn:uuid:3891680d-7cd2-4c90-a535-44cafe2e0536> | CC-MAIN-2017-39 | http://specialneedsanswers.com/changes-to-the-americans-with-disabilities-act-are-a-help-to-people-with-special-needs--for-the-most-part-12650 | s3://commoncrawl/crawl-data/CC-MAIN-2017-39/segments/1505818689102.37/warc/CC-MAIN-20170922183303-20170922203303-00164.warc.gz | en | 0.966794 | 528 | 3.15625 | 3 |
Solar panel technology has been around in some form for a long time – Bell Labs invented the first useful solar cell more than 60 years ago, and scientists have known for centuries that the sun can be used to produce energy. However, it’s only in the last ten years or so that solar photovoltaics (PV) has really taken off as a renewable energy source. There are two major factors influencing the technology’s growth: the steady improvement of both solar panel cost and solar panel efficiency over time.
Solar Panel Efficiency Over Time
The very first solar cells, invented in the 1800s, were less than one percent efficient, not nearly enough to make them a useful energy source. It wasn’t until 1954 that Bell Labs invented the first useful silicon solar panel, which was about six percent efficient.
Since then, solar PV technology has evolved at a rapid pace. Manufacturers have been able to create solar panels that are nearly 30 percent efficient, and homeowners on the EnergySage Solar Marketplace regularly receive quotes featuring solar panels with 19 to 21 percent efficiency from solar installers. These high efficiency panels can produce 25 percent more electricity than the lower-tier economy panels that made up the majority of the market in past years.
The technology exists to increase solar panel efficiency even further. Researchers have managed to achieve 46 percent efficiency in certain laboratory tests using advanced cell structures. However, super high-efficiency panels are typically made of more expensive materials not used in rooftop solar panels, and as a result, they aren’t currently cost-effective.
Graph: Solar panel efficiency over time
Cost of Solar Panels Over Time: a Tale of Falling Prices
Less than 10 years ago, in 2008, the cost of a solar panel installation was $8.82 per watt. The solar industry today looks very different: in addition to solar panel efficiency increasing dramatically, solar panel producers have significantly improved their manufacturing processes. Solar installers, too, can deploy solar PV across the United States more efficiently now than they could ten years ago. The result: the price of solar has fallen by over 60 percent, to just $3.36/watt.
There’s evidence that the rate at which solar prices are decreasing is picking up speed, too. From the second half of 2014 to the first half of 2015, prices featured in quotes to homeowners on the EnergySage Solar Marketplace fell by 1.85%. Between the first half of 2016 and the second half of 2016, however, the average price per watt fell by a remarkable 6.25%.
Graph: Solar panel cost over time
The price decreases over the past ten years are major reason why more and more homeowners are interested in installing solar panels. For a standard 6 kW home solar system, the average gross cost has fallen from $52,920 to just $20,160 in the past decade. Subtract the 30 percent federal tax credit for solar, and you’re looking at $14,110 for a home solar PV system that can cover most, if not all, of your electricity needs. If you own your home, why wouldn’t you consider solar?
Changes in solar panel cost over time can be explained by Swanson’s Law, which states that the price of solar PV modules decreases by about 20 percent for every doubling in global solar capacity. The law is named after Richard Swanson, founder of high-efficiency solar panel manufacturer SunPower, and indicates a phenomenon seen across many different technologies: new industries face a major learning curve, and as they improve, prices fall.
In this way, solar panel manufacturers aren’t that different from computer manufacturers. Think about how much more expensive, and less powerful, your laptop was in 2007 compared to the technology that’s available today. If solar PV technology continues along the same trend, it’s easy to envision a future where solar is on every rooftop.
How to Get the Most Efficient Solar PV System at the Best Price: Compare Options
Solar panel efficiency is improving dramatically, and costs are declining at a similarly rapid rate. However, the solar industry is diverse. Depending on where you look, you may not find the best deal on a system for your home or business.
The best way to ensure that you choose a solar PV system with the right combination of high efficiency and low cost is to compare all of your options on the EnergySage Solar Marketplace. Homeowners who get competing solar quotes from installers on EnergySage typically save 10% on their solar installation costs, and frequently choose packages that include some of the most efficient solar panels on the market (from companies like SunPower, LG, and Panasonic).
Vikram Aggarwal is the founder and chief executive of EnergySage, the online solar marketplace. EnergySage simplifies the process of researching and shopping for solar. By offering shoppers more choices and unprecedented levels of transparency, EnergySage allows consumers to select the solar installation quote that provides the best value for them, quickly and easily. Read all of Vikram's posts here.
All MOTHER EARTH NEWS community bloggers have agreed to follow our Blogging Guidelines, and they are responsible for the accuracy of their posts. To learn more about the author of this post, click on their byline link at the top of the page. | <urn:uuid:317d8248-8669-4a67-b3e9-6ded72b3da22> | CC-MAIN-2019-47 | https://www.motherearthnews.com/renewable-energy/how-have-solar-panel-cost-and-efficiency-changed-zbcz1703 | s3://commoncrawl/crawl-data/CC-MAIN-2019-47/segments/1573496668699.77/warc/CC-MAIN-20191115171915-20191115195915-00036.warc.gz | en | 0.947542 | 1,088 | 3.578125 | 4 |
When I moved to Minneapolis from Japan in 1993 to teach at the Minnesota Zen Meditation Center, my daughter Yoko was five years old. She went to kindergarten and then elementary school there. And while she learned English at school, at home we tried to talk in Japanese. One time, when she was seven or eight, we were talking about the Japanese word kokoro. I pointed to my heart as we usually do in Japan to show where kokoro is. She pointed to her head and said, “Kokoro is here.” I was amazed to discover that she was already translating the Japanese word kokoro into the English word “mind.”
Kokoro is a common Japanese word that carries meanings conveyed by the English words “mind” and “heart.” It is used as an equivalent of the Chinese word xin and covers almost the same range of meanings. The Japanese use Chinese characters to write Japanese, and have also studied Chinese literature as an essential part of both secular and Buddhist education for more than 1,500 years, which has led to a convergence of meaning between Chinese and Japanese for many classical words.
The Chinese ideogram for xin depicts the shape of the heart—the actual organ in the human body. Since ancient Chinese people thought the heart was where psychological function took place, the character conveyed a range of meanings including the heart organ, heart generally, mind, feeling, intention, center, and core.
The entry for kokoro in a dictionary of classic Japanese words communicates similar notions:
Originally, kokoro referred to the beat of the heart, which was considered to be the essential organ of life and the source of all activities. By extension, kokoro refers to all human activities affecting the outside world through intention, emotion, and intellect.
Kokoro, then, has three basic meanings: the heart and its functions; mind and its functions; and center, or essence.
The Chinese xin has an important spiritual and philosophical history, since it was used in Chinese translations of Buddhist scriptures for such Sanskrit terms as: citta, manas, and vijnana. In the Sarvastivadin view, these three were considered to be different names for basic mind. In Yogacara, though, citta refers to the alaya, or storehouse consciousness, while manas refers to the seventh consciousness, and vijnana refers to the function of the first six consciousnesses. These three can all be translated into the catchall English word “mind.” Another Sanskrit word, hrdaya, means the heart, center, or essence. It is also rendered as xin.
So both xin and kokoro carry the physical and spatial meaning of heart, center, or essence, and the psychological meaning of mind. It is very interesting to see that Sanskrit and English have completely different words to point to heart or mind and have no word that combines both meanings. The fact that they are both Indo-European languages may account for this shared dichotomy.
The Prajna Paramita Hrdaya Sutra is one of the most popular Mahayana sutras. In Japanese, it is called maka-Hannya-haramita-shin-gyo. The shin in the title is another rendering of the Chinese character xin, which of course carries the same dual meaning and roughly similar meaning to kokoro. But the best English translation is Heart Sutra, not Mind Sutra, because the original Sanskrit being rendered into Japanese and Chinese is hrdaya, not citta. Hrdaya, here, means that though this is a short sutra, the essence of the large six-hundred-volume Prajnaparamita Sutra is fully expressed.
There is another interesting and important usage of xin/shin/kokoro in Zen literature, as illustrated in Zen Mind, Beginner’s Mind, when Shunryu Suzuki Roshi says,
The mind which is always on your side is not just your mind, it is universal mind, always the same, not different from another’s mind. It is Zen mind. It is big, big mind. This mind is whatever you see—this mind is at the same time everything.
Although Suzuki Roshi used the English word mind, to me it is clear that he is elucidating the meaning of xin as it developed from the meaning of hrdaya, not citta. Mind, or citta, cannot be both subject and object, whereas xin includes both the subject and all the objects in the entire world. Suzuki Roshi’s understanding of this principle came from Dogen Zenji’s treatise entitled Shobogenzo Sokushinzebutsu (The Mind Is Itself Buddha), where he says, “The mind that has been correctly transmitted is the one mind... and all dharmas are one mind. The mind is mountains, rivers, and the great earth; the sun, the moon, and stars.”
I don’t think either the Sanskrit citta or the English word mind conveys such a meaning, which presents us with a typical problem in translation. Uchiyama Kosho Roshi often said that the xin used in Zen is not “psychological mind,” but it is rather “life,” which includes both subject and object. In the 1970’s when I tried to explain this to an American friend, he was puzzled by the expression “psychological mind” and asked, “Is there such a thing as mind that is not psychological?” In Zen, I think we would say yes.
Kokoro (xin, shin, heart/mind) ultimately refers to the entire network of interdependent origination in which we are born, live, and die, and to which we awaken through our practice.
Shohaku Okumura was ordained as a Soto Zen priest in 1970 by the late Kosho Uchiyama Roshi. He now resides in Bloomington, Indiana, where he founded the Sanshin Zen Community. | <urn:uuid:3e95b0e2-6dc6-4723-a68d-c2e41da08a93> | CC-MAIN-2014-15 | http://www.thebuddhadharma.com/web-archive/2005/9/1/dharma-dictionary-kokoro.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609538787.31/warc/CC-MAIN-20140416005218-00477-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.96358 | 1,276 | 2.8125 | 3 |
An innovative way of teaching designed to improve students’ concentration during lessons has been awarded £15,000.
The concept, which has been created by Penelope Melville, an English teacher at Christopher Whitehead Language College and Sixth Form in Worcester, uses colour-coded cards to boost students’ listening, understanding, and debating skills.
Penelope has been using a prototype of the system in her classes for six years, and she says the indications are that it holds significant potential to aid disadvantaged students’ learning.
The grant from Let Teachers SHINE, a competition to find innovative new teaching ideas, will allow Penelope to assess the impact of the intervention, with the aim of scaling it, so that many more children and young people benefit.
Penelope is passionate about “Mitigating Mind-Wandering”, which she created and developed while undertaking a Master’s degree at Oxford University.
While studying for her Master’s, she learned a lot about the importance of classroom talk and how small group discussion is among the best methods for learning, as it introduces different opinions or ideas about a topic, which students need to discuss and debate to find a solution.
“But I kept thinking that nobody is focusing on how well the kids are actually listening when they do this. I know for myself, I don’t necessarily take in everything all at once,” she said.
“It is important to recognise that everyone mind-wanders – research indicates that adults spend 25-50% of their waking hours mind-wandering – and everyone is subject to misunderstanding.
“So I designed a methodology whereby you check listening and understanding first and, in particular, mitigate the impact of mind wandering so that the kids can be caught up and actually engage more effectively in a debate of the ideas. And I also created cards to prompt that debate.”
Her method provides a structured format for discussing an issue, beginning with listening, and understanding. The aim is to make talk more exploratory, prompting students to debate all aspects of an issue and arrive at well-constructed conclusions.
Students work collaboratively in small groups, and after the first speaker explains their interpretation of a quotation, listeners use colour-coded cards to indicate whether they understand, partially understand, misunderstand, or have mind-wandered.
The listener(s) who think they understand then need to reword the original speaker’s idea until everyone has understood. Once this happens, they each choose a debate card (agree, disagree, or unsure) and must justify their response.
This encourages students to explore all aspects of an argument, enhance engagement in debate, and foster critical thinking.
It also slows the pace of the discussion, giving students more time to think and process information, helping them to better understand what is being discussed and to come up with thoughtful and considered responses. Furthermore, it discourages students from quietly opting out of the discussion.
Penelope says that academics have suggested that mind-wandering may be a key factor in the academic achievement gap between disadvantaged children and their peers.
Going forward, Penelope hopes to expand her project into other schools.
“I’d love to expand it,” she said. “I’ve always wanted to get it out there so that other people can use it because it has such a positive response from the students.
“The support from SHINE gives me that opportunity. It means I can expand it, as opposed to having it just sit in a research paper.”
Penelope found out she had won the funding during form time in class.
“I glanced at my computer, and I saw the e-mail there and I clicked on it and just I couldn’t believe what I was reading. The students could tell from my face that something was up. They were asking me lots of questions and I wouldn’t tell them. One of them said, have you won the lottery?
“In the context of the project, it was hilarious because my mind wandered all over the place, and I couldn’t think straight. I really wanted to scream, but of course, I couldn’t do that in the classroom!”
SHINE Interim CEO, Helen Rafferty, said, “Let Teachers SHINE is all about spotting the hidden innovations which have the potential to unlock barriers for disadvantaged students. Penelope has hit upon an issue which many teachers see in their day-to-day practice. We hope through this project to understand better the impact of this approach and explore the potential for other schools to take it on in future.” | <urn:uuid:6b9744ed-2367-423d-9e11-24e7bbee29d2> | CC-MAIN-2023-50 | https://shinetrust.org.uk/2023/05/10/let-teachers-shine-winner-2023-penelope-melville-mind-wandering-cards/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100583.31/warc/CC-MAIN-20231206063543-20231206093543-00301.warc.gz | en | 0.967338 | 965 | 3.109375 | 3 |
Kenya is a known habitat for extraordinary fauna species. Recently, their white giraffes gained attraction from the world. Unfortunately, last March, some poachers killed a female white giraffe and her calf. Now, the sole known white giraffe standing in the world is the male one.
In an effort to increase the security and protection of this unique giraffe breed, the officials have fitted a tracking device onto the male white giraffe. The GPS device will send out updates on the giraffe’s location by the hour. On Tuesday, the Ishaqbini Hirola Community Conservancy released a statement and said that the GPS device has been fitted on the giraffe’s horns.
The conservancy is in Garissa County, Kenya. Hopefully, with the device, the rangers will be able to protect the last white giraffe standing.
Conservancy Manager Says Future Is Well For The Last White Male
During the press release, the manager of the conservancy, Ahmed Noor, said that the recent rains have blessed the region with great vegetation. This means that the giraffe won’t have to go far off trying to find grazing spots. Noor also said that it signals a good and safe future for the white male giraffe.
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The manager further praised Northern Rangelands Trust, Save Giraffes Now, and the Kenya Wildlife Service for safeguarding the wildlife.
Antony Wandera from Northern Rangelands Trust told media sources that their mission is to enable communities to secure their livelihood and protect the extraordinary wildlife. He also said that the communities have to be aware and resilient.
White Male Lives With A Genetic Trait Called Leucism
The unique white giraffe is a result of leucism, a very rare trait of the gene. It causes the animals to lose their pigmentation partially, which makes them more vulnerable to poachers. This condition is somewhat different from albinism as these animals produce darker pigments on their softer tissues. This is also why the white male giraffe has dark eyes.
Last March, it was a sad day for the world as the rangers found two white giraffes’ skeletal remains. It was later deduced that the poachers killed both the mother and the calf white giraffes.
These unique giraffes made the news in 2017. The female and her calf were spotted in the wild. Soon after, the female gave birth to another calf. The three giraffes lived inside the conservancy and were a huge tourist attraction. Several videos of the white giraffe on YouTube garnered over a million views. Magazines like The Guardian, National Geographic, Inside Edition, and USA Today have also featured the white giraffes.
The African Wildlife Foundation has estimated that we have lost around 40 percent of the giraffe population in the last thirty years.
Images Credit: Northern Rangelands Trust | <urn:uuid:080140bf-d560-4b25-9758-67fc6effdf74> | CC-MAIN-2022-21 | https://truththeory.com/one-of-a-kind-white-giraffe-in-kenya-got-a-tracking-device-for-safety/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-21/segments/1652663012542.85/warc/CC-MAIN-20220528031224-20220528061224-00713.warc.gz | en | 0.945621 | 621 | 2.75 | 3 |
How the course works
There are no video lectures or synchronous class meetings; the course material is text-based. On Wednesdays, new units will be posted. Most units are divided into two main parts: the study assignment (textbook) and the written assignment (selected translation practice). Several units also have quizzes and/or practice exercises for reinforcement. You will work at your own pace on the week's textbook assignments, quizzes and translations. These will be due on Monday of the following week. Your instructor will give you feedback before the new unit(s) are posted the following Wednesday.
This course will give you systematic approaches to analyzing French text and the tools with which you can expand your understanding. Using texts from various disciplines in the social sciences and humanities, you learn the fundamentals of French grammar, how to use a dictionary and how to decipher the meaning of a text. You will learn how knowing certain grammar points, knowing how sentence structures work and knowing essential vocabulary words will give you the keys to understanding French.
Using Celia Brickman's A Short Course in Reading French, the course will introduce scholars with no background in French to important grammatical concepts, reading strategies and important vocabulary for scholarly reading.
With the aim of preserving the essence and integrity of the original text, you will become proficient at understanding, critically analyzing and accurately translating from French to English.
No prior knowledge of French is required.
Upon successful completion of the course, students will be able to:
- Read and understand, with the help of a dictionary, scholarly texts pertinent to their field of research
- Identify fundamental French grammatical structures and syntax
- Recognize essential French vocabulary words
- Increase confidence in translation abilities
- Brickman, Celia. A Short Course in Reading French, 2012
- French/English dictionary
Recommended text and study aids
- Morton, Jacqueline. English Grammar for Students of French. Olivia and Hill, 2002
- A notebook for vocabulary lists
Is this course right for you?
If you answer "yes" to the following questions, you are a good candidate for our online French for Reading Knowledge course:
- I am a skilled reader who is at ease with written instructions and lessons
- I am a self-directed learner, with the initiative to visit a course site regularly
- I am comfortable participating in a course in writing
- I can continue learning independently while waiting for feedback on assignments
- I am organized and able to meet deadlines
- I enjoy working on a computer
- I have 5 to 12 hours weekly that I can devote to this online course
If these statements do not accurately describe you, please consider taking a face-to-face class. | <urn:uuid:0fce5c2c-22e6-4992-87c2-7b7c45fc54d3> | CC-MAIN-2022-49 | https://continuingstudies.wisc.edu/classes/french-reading-translation-online/ | s3://commoncrawl/crawl-data/CC-MAIN-2022-49/segments/1669446710898.93/warc/CC-MAIN-20221202050510-20221202080510-00447.warc.gz | en | 0.920154 | 570 | 3.234375 | 3 |
Theatre of Cruelty
Releasing our inner animal
Since Freud published his theories of people’s mental behaviour; the influence and consequences of unconscious in our acts and social relationships had became a very controversial theme in several and different contexts.
For example, many artists like the French Antonin Artaud, explored their inner thoughts and based their life and art creations on the idea that truth, without moral masks, should be released from our souls.
Antonin Artaud spent much time of his life interned in mental hospitals because of his psychological problems. Al along his youth, he was a very introspective person who passed through pessimistic and depressive periods. As I said before, his readings of Freud’s theories, Nietzsche’s nihilistic ideas or even Van Gogh’s neo-impressionist art influenced his work. He even got involved with the surrealistic movement from whom he took the idea of releasing the unconscious as an art expression and as a therapy.
Europe, at that time, was having an artistic revolution. New groups and movements like impressionism, symbolism, surrealism, expressionism, etc. turn around the artistic premises to the point that even the esthetical function of art disappeared. Moreover, society was beginning to feel the proximity of the II World War and observed with impotence the benefits that those who manage the power obtained.
Within that context and ideas, Artaud wrote his “Manifesto”, were he exposed the fundaments of the new “Theatre of Cruelty”. In this document he rejected the treatment of theatre as an evasion method; he proposed to use it as a confrontation therapy whose objective was to remove audience’s emotions. For achieving it, he proposed the use of grotesque elements, rare sounds, changes in lighting, old costumes, violent movements and language, etc…
Every spectacle will contain a physical and objective element, perceptible to all. Cries, groans, apparitions, surprises, theatricalities of all kinds, magic beauty of costumes taken from certain ritual models; …rare notes of music, colours of objects, …masks, effigies yards high, sudden changes of light, the physical action of light which arouses sensations of heat and cold, etc
Body language was very important because he wanted his actors to transmit feelings or ideas in a metaphoric way; almost without speaking.
Evidently, cruelty was the main element in every spectacle, and by cruelty he meant a very violent representation of reality; because life itself was cruel. So he intended to transmit everyday situations in an exaggerated way so audience go out of their desensitization and understand their helplessness in front of the bourgeoisie and aristocracy power.
The cruelty that Artaud names his theatre after is not the common and vulgar physical definition of cruelty, at least not exclusively; it is creating a spectacle that, because of the state of degenerationhe thinks we have fallen into, must by necessity be so excruciatingly powerful as to wake us up from our slumber and give us a new understanding of what it is to be alive. It is a methapysical cruelty.
He and his friend R. Vitrac founded the “Alfred Jarry Theatre” with the aim of performing Avant-garde plays. In it, he performed the best example of cruelty theatre written by himself: “The Cenci”
Written in a style meant to overwhelm the audience’s moral preconceptions, The Cenci dramatizes the torture that the cruel Count Cenci invoked upon his family; the family’s plot to have him murdered; and the family’s torture and execution by Catholic authorities.
This play was an unsuccessful, so this kind of theatre didn’t have many supporters or followers. But this doesn’t mean that Antonin’s theatre was irrelevant; despite of all, it left its mark and inspired many modern writers like Camus; or Grotowsky, who took some ideas -like avoiding the scene decoration- from “Theatre of Cruelty Manifesto”, to create his own style: “Poor Theatre”
The course of all recent serious theatre in Europe and the Americas can be said to divide into two periods - before Artaud and after Artaud.
Based on information found in:
Gran Enciclopedia Sapiens temática, CD-ROM 9 Lengua y Pensamiento
The Reinvention of the human Face by Donald Gadner. http://www.antoninartaud.org (december 2005)
“Dionysus in Paris”. By Wallace Fowlie. New York: Meridian Books, Inc., 1960. p. 203-209.
Based on information found in:
Wikipedia, the free encyclopedia http://en.wikipedia.org/wiki/Antonin_Artaud (december 2005)
Antonin Artaud’ Biography. Alice in Theaterland webpage: http://www.geocities.com/akatsavou/artaud_en.html (december 2005)
ARTAUD,Antonin: “Manifesto for an abortive Theatre” from Collected Works 2. London, ed. Calder and Boyars, 1971.
Gran Enciclopedia Sapiens temática, CD-ROM 9 Lengua y Pensamiento
Grotowsky. Gran Enciclopedia temática Sapiens, CD-ROM 9 Lengu y Pensamiento
The Reinvention of the human Face by Donald Gadner.
Wikipedia, the free encyclopedia
Los Cenci. E-notes webpage
Jerzy Grotowski and Antonin Artaud: Between Heaven and Hell. By Rick Segreda
Manifesto in clear language by Antonin Artaud. Roger Vitral
Antonin Artaud, el más grande entre los malditos del pasado siglo (XXIV). By Javier Membra. Periódico “El Mundo”
The Internet and Theatre Styles. By Justin Cash. Theatre links
Antonin Artaud’ Biography. Alice in Theaterland http://www.geocities.com/akatsavou/artaud_en.html
ARTAUD,Antonin: “Manifesto for an abortive Theatre” from Collected Works 2. London, ed. Calder and Boyars, 1971.
Gran Enciclopedia Sapiens Temática. CD-ROM 9, Lengua y Pensamiento
Academic year 2005/2006
© a.r.e.a./Dr.Vicente Forés López
© Ivonne Pamela Landázuri
Universitat de Valčncia Press | <urn:uuid:af4eb4cc-d5be-43be-9278-38cccd922c94> | CC-MAIN-2017-04 | http://mural.uv.es/ilanbe/paper3.htm | s3://commoncrawl/crawl-data/CC-MAIN-2017-04/segments/1484560280280.6/warc/CC-MAIN-20170116095120-00410-ip-10-171-10-70.ec2.internal.warc.gz | en | 0.903152 | 1,434 | 2.734375 | 3 |
author: Dr. Kevin Curran
Background on echinacea
Echinacea refers to a genus of purple flowering plants from the sunflower family. The common name for echinacea is ‘purple coneflower’ as this showy perennial grows up to 2 feet in height and produces bright, purple petals.
The plant is native to the Great Plains region of the United States. In the 17th century, as early American settlers arrived in the Great Plains, they observed the Native Americans (Dakota, Sioux, Pawnee) treating flu, influenza, sepsis and wounds with a concoction made from a purple, daisy-like flower. The settlers quickly learned the immune enhancing benefits of the purple coneflower and echinacea was shipped back to Europe.
This past century, scientists have published more than 800 journal publications on the chemistry, pharmacology, and clinical uses of echinacea. The majority of these reports explore the effectiveness of echinacea for colds and other infections.
In this article we review the science behind these health claims. At the end of the page, we discuss the factors involved when choosing an echinacea supplement.
Echinacea for colds
The common cold is cited as the most frequent disease in Western civilization (Jawad, 2012). Everyone knows there is no cure for the common cold, but is it reasonable to take echinacea to help with cold symptoms?
The echinacea plant is commonly used as an immune system enhancer (Foster, 1991). In theory, an immune system enhancer helps your own immune system challenge and fight off an infection.
Many clinical trials have been conducted on the efficacy (success rate) of using echinacea for colds or the flu. The results of these trials are often conflicting. However, in 2007, a meta-analyses was published and the overall conclusion stated there is a modest benefit to the use of echinacea for colds (Shah, 2007).
A meta-analyses is a cumulative summary of multiple high-quality clinical trials. This report claims if you begin taking echinacea at the first instance of a cold symptom, you will likely shorten the time period that you are sick and there’s a reasonable chance you will also reduce the severity of the symptoms.
Echinacea decreased the odds of developing the common cold by 58% and, furthermore, echinacea use reduced the duration of a cold by 1-4 days. In conclusion, published evidence supports echinacea’s benefit in decreasing the incidence and duration of the common cold (Shah, 2007).
It should be noted that another meta-analyses was published in 2014 and the overall conclusions were less positive (Karsch-Völk, 2014). These authors reported only weak benefits for cold treatment and just small effects for cold prevention.
In our opinion, much of this scientific inconsistency is due to researchers using different echinacea species and different plant parts (stems, roots or flowers) in their experimental design. A large scale review of trials using similar echinacea plant material would likely yield more conclusive results.
Recent echinacea news
The echinacea plant continues to be an incredibly popular herbal supplement. The American Botanical Council (ABC) published their 2014 report of the top-selling medicinal plants in the United States. Echinacea sales reached more than 50 million dollars, this is a 79% increase over previous year sales. The only other medicinal herbs to sell more than echinacea were cranberry and horehound. We will update this section as soon as the 2015 ABC report is made public.
Recent clinical news
A recent clinical trial has been performed that is worth reporting (Rauš, 2015). A group of European scientists were curious whether echinacea was as effective as Tamiflu for treating influenza (commonly called ‘the flu’). Tamiflu (oseltamivir) is a leading remedy for treating/reducing flu symptoms. The group performed a parallel, double-blind study on 473 patients who were showing early flu-like symptoms. Some of the patients were treated with Tamiflu while another group received echinacea. After 5 days, the rate of recovery from illness was 50.2% in the echinacea group, while the recovery rate in the tamiflu group was 48.8%. The authors of this study conclude that echinacea is as effective as Tamiflu for the early treatment of influenza. The authors also observed less side effects with the echinacea treatment group (Rauš, 2015).
Based on this study, it appears echinacea is a more appealing option than Tamiflu.
Factors to consider when choosing an echinacea supplement
There is a lot of variation in the content of different echinacea supplements. When you choose an echinacea supplement you want to consider these factors:
- Which plant species are used? (E. purpurea, E. pallida or E. augustifolia?)
- Which plant parts are included? (roots, stems, leaves, seeds, flowers?)
There are three popular species of echinacea: E. purpurea, E. pallida and E. augustifolia. Different companies use different echinacea species and some use a combination of all three species. The strongest evidence in support of echinacea for colds, the flu or upper respiratory infections comes from clinical studies of the species E. purpurea (WebMD). Clinical studies of E. angustifolia and E. pallida are promising but, overall, show less convincing results. Therefore, we recommend looking for supplements that contain mostly E. purpurea.
Each part of the echinacea plant contains different biologically active compounds. Some supplements use only echinacea root, others use the aerial portion (stems, flowers, leaves). We recommend a supplement that includes both the root and aerial parts.
In summary, we recommend an echinacea supplement that focuses on a combination of the root and aerial parts from E. purpurea.
Lastly, it should be noted that allergic reactions to echinacea are rare, however, if you are allergic to ragweed or other plants from the sunflower family, you should be extra cautious when using echinacea for colds.
Remember to bookmark this page! We will update this article as new clinical data is published on the health benefits of echinacea.
The health claims and statements regarding any health supplements mentioned on this page have not been evaluated by the FDA. These products are not intended to diagnose, treat, cure, or prevent any disease. This page contains affiliate links and I will be compensated if you make a purchase after clicking on my links. Read more…
Dalby-Brown, Lea, et al. “Synergistic antioxidative effects of alkamides, caffeic acid derivatives, and polysaccharide fractions from Echinacea purpurea on in vitro oxidation of human low-density lipoproteins”. Journal of agricultural and food chemistry 53.24 (2005): 9413-9423.
Foster S, “Echinacea Nature’s Immune Enhancer”, Healing Arts Press, Rochester, Vt, USA, 1991.
Gorski, J. Christopher, et al. “The effect of echinacea (Echinacea purpurea root) on cytochrome P450 activity in vivo.” Clinical Pharmacology & Therapeutics 75.1 (2004): 89-100.
Jawad M., et al. “Safety and efficacy profile of Echinacea purpurea to prevent common cold episodes: a randomized, double-blind, placebo-controlled trial.”Evidence-Based Complementary and Alternative Medicine 2012 (2012).
Karsch-Völk M, Barrett B, Kiefer D, Bauer R, Ardjomand-Woelkart K, Linde K. Echinacea for preventing and treating the common cold. Cochrane Collection. (2004) http://www.cochrane.org/CD000530/ARI_echinacea-for-preventing-and-treating-the-common-cold.
Rauš, Karel, et al. “Effect of an echinacea-based hot drink versus Oseltamivir in influenza treatment: A Randomized, double-blind, double-dummy, multicenter, noninferiority clinical trial.” Current Therapeutic Research 77 (2015): 66-72.
Shah SA, Sander S, White CM, Rinaldi M, Coleman CI. “Evaluation of echinacea for the prevention and treatment of the common cold: a meta-analysis”. Lancet Infect Dis. (7) (2007) 473-480. | <urn:uuid:f9b42ca9-18f8-47cb-bf5a-29dc06e4ab42> | CC-MAIN-2017-47 | http://www.ethnoherbalist.com/echinacea-for-colds/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-47/segments/1510934806708.81/warc/CC-MAIN-20171122233044-20171123013044-00288.warc.gz | en | 0.911079 | 1,856 | 3.265625 | 3 |
Written for hydrologists, GIS specialists, and scientists from many disciplines who create computer models of water resources, this book presents an improved standard for creating and using data in hydrologic projects. The ArcGIS hydro data model is the latest innovation in GIS modeling and increases the potential to integrate data from many sources to solve a wider range of water resource problems. This guide shows how hydrology projects work and how they can work better: by integrating local, regional, national, and international data to create a deeper understanding of the earth's water problems.
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Rent Arc Hydro 1st edition today, or search our site for other textbooks by David R. Maidment. Every textbook comes with a 21-day "Any Reason" guarantee. Published by ESRI Press.
Need help ASAP? We have you covered with 24/7 instant online tutoring. Connect with one of our tutors now. | <urn:uuid:2a18bdb0-f58f-4a51-98c2-9330798e4c64> | CC-MAIN-2016-26 | http://www.chegg.com/textbooks/arc-hydro-1st-edition-9781589480346-1589480341 | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783399385.17/warc/CC-MAIN-20160624154959-00038-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.919972 | 188 | 2.859375 | 3 |
Dictionaries and Encyclopedias
Reference Guide Page
This month's Reference Item of the Month is Abell Library's own reference guide page, Dictionaries and Encyclopedias, which you can access by clicking on Reference Sources under Tools on the right-hand navigation menu, and then by following the first link, Dictionaries and Encyclopedias.
We have just reorganized this guide to simplify access to Abell Library's subscriptions to online reference resources. This guide features new resources that have been added to the online reference collection for your research benefit. One of these is the Credo Reference Center, which includes dictionaries and encyclopedias on a wide variety of subjects. You will find reference works in the areas of art, business, geography, history, languages, literature, philosophy, psychology, religious studies, sociology, and others. In Credo, click on Finda a Book, and then Type, and then from there you can select Dictionary or Encyclopedia, as well as other types of reference books. You will see a list that you can choose from to the right, or you can enter a subject term in the search box to retrieve specific results.
When you visit Britannia Online, you will see that the front page is divided into several sections where you may conduct a search, browse the index, A-Z list, by subject, year in review and biographies; featured research tools include a video collection, timelines, World Data Analyst, Compare Countries, World Atlas, Notable Quotations and Gateway to the Classics; a news section and this day in history section are also featured.
Visit The Columbia Gazetteer for information on places and political entities throughout the world. This reference resource is a comprehensive encyclopedia of geographical places. A glossary of geological terms and an almanac of the world's highest mountains and longest rivers are also featured.
For secondary resources, the Dictionaries and Encyclopedias page also features free online reference sources under both dictionary and encyclopedia sections. For instance, look up words at Hypertext Webster Gateway for instant definitions, and visit Enclopedia.com for a free encyclopedic source on the Internet. | <urn:uuid:14268e95-d103-4bca-996a-d2009b8009aa> | CC-MAIN-2014-35 | http://abell.austincollege.edu/abell/elinfor/refitemarchive/dicencrefpage.html | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1408500834258.45/warc/CC-MAIN-20140820021354-00054-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.88495 | 445 | 3.078125 | 3 |
The American Revolution was a war of independence fought by those living in the 13 colonies of North America against Great Britain. Those living in the colonies were especially angry about taxes the British were forcing them to pay. People felt taxes were unfair because there was no colonial representation in the British parliament. One tax was the stamp tax, which taxed printed materials such as newspapers. The colonists called this "taxation without representation". Colonists who wanted freedom from English rule were known as Patriots. Those who supported British rule were known as Loyalists. Before full scale war broke out, there were many acts of protest by patriots, like the Boston Tea Party when Bostonians boarded British ships and dumped 342 chests of tea into the harbor because of a tea tax. On April 19 the first shots were fired in Lexington and Concord, Massachusetts, which officially started the war.
Many people were involved in the struggle for independence. Benjamin Franklin, Thomas Jefferson, and John Adams worked together to write the Declaration of Independence. On July 4, 1776, patriots declared themselves free. Most people know George Washington was the first president of the United States. Before that he was the commander-in-chief of the patriot army. Most of the battles in the American Revolution were fought in the northeast in places near Boston, and New York.
The British, known as redcoats because of their red uniform jackets, had help from German mercenary soldiers called Hessians. Patriots had support from other Europeans. France entered the American Revolution on the side of the colonists in 1778. This helped force the British surrender at Yorktown, Virginia, in 1779. However, fighting would not formally end until 1783 with the Treaty of Paris when Great Britain recognized the United States as an independent nation.
Copyright © 2018. All rights reserved. | <urn:uuid:917d4de3-e383-45f3-896c-7bf6d47aab4c> | CC-MAIN-2018-51 | https://www.rong-chang.com/customs/cc/customs062.htm | s3://commoncrawl/crawl-data/CC-MAIN-2018-51/segments/1544376831334.97/warc/CC-MAIN-20181219045716-20181219071716-00168.warc.gz | en | 0.987473 | 363 | 3.9375 | 4 |
A Stream Ecosystem in the Classroom
To build a model of the world of nature is never an easy task. In this case the lotic ecosystem for the classroom is no exception. However, with the right materials, some time, and student involvement you can have an operational classroom ecosystem, complete with organisms, physical environment, interactions and relationships, and natural succession.
The purpose of this brief paper is to help you see the uses, challenges and advantages of building and maintaining a classroom lotic ecosystem. It will also provide you with directions and plans, and curricular applications.
Type of Activity:
The many activities which can be done with the stream model range from design problem solving activities to teacher guided labs and surveys, to student research in the classroom.
The target audience for this model and these activities is the General Biology student. However, I have used the model in Advanced Biology, and Chemistry successfully.
The stream ecosystem model is an effective classroom tool for developing students knowledge and abilities in the area of biology. This classroom tool has been used to study a wide variety of biological phenomena which many students don't have the opportunity to have first hand experience with. With the total investment of $150.00 to $200.00 a teacher can obtain the materials to build a model which will fit his or her classroom and be useful for the entire years biology curricula.
Building the Model
The plans for building the model can be found at http://www.augusta.k12.wi.us/HS/dept/sci/stream.htm. The plans which I have included were originally developed by Dave Meyers from Gale-Ettrick-Trempeleau High School in Galesville, Wisconsin.
Using the Model
There are many activities which can be carried out with this model. Since I set this model up at the start of the fall semester and use it in the study of Ecosystems many of these activities lend themselves to this area of biology.
Let me briefly describe a few.
ACTIVITY ONE -- Brainstorming what an ecosystem needs
To begin the use of the stream model (if you have built it, if not the first activity for the students could be to build it) a brainstorming session around the topic of "what an ecosystem needs to function" can be held in class. After the class has generated ideas on what the basic components of an ecosystem are, you can get to the task of having the class design the "parts" of your classroom stream ecosystem.
ACTIVITY TWO -- Stream flow
When the model is ready you need to have a few test runs with water in the system to check for leaks. During this time you can have your students calculate stream flow. I use the system while empty because it lends itself to cross-sectional measurements better this way, and you also don't have water moving through substrate materials this way.
To begin with I ask the students to consider what the physical environment in a stream is like. What types of conditions exist in the stream which influence the physical environment. Of course many will say its wet, but you will get a few who bring up the "amount of water" or "volume" and "how fast the water flows" or "rate". This will allow you to discuss how volume and rate are measured if you choose. I prefer to have the students form teams of two and design a method which they can use to measure these to factors using the stream model.
Many methods will result, including some who will want to measure the actual output of the pump. After some time and many calculations, the students will have some ideas about these two factors and you can guide them to the point of measuring cubic cm per second, or liters per minute using the model. The interesting thing about the model is that it will have areas of different rate and different volume measurements. This presents a great mystery for the students to solve.
Once you have calculated stream flow and defined one parameter in the physical factors affecting the developing ecosystem, you can begin the task of developing the substrate of the system.
One of the most important factors which will affect the development of your stream system is the substrate. I have traditionally obtained substrate materials directly from a local stream. Normally, two five gallon buckets full will be enough to distribute throughout the whole length of the stream. (My model is made of 4 runs of 10 feet.)
Before you introduce the material from the stream into the model it is helpful to define the sediment types. This can be done by conducting some simple soil texture tests using large test tubes or graduated cylinders. Observing the types of sediments obtained from the stream, and classifying them by type and percent composition of the sample is a good introduction stream sediments.
When you introduce the sediments and gravels into the stream you will want to be sure to let nature (the stream) distribute the types of particles. In this activity I have the students put small garden shovel fulls of stream sediments at the top of the first run under the pump. One or two shovel fulls at a time works well. Before we get to far I stop the process and ask the students to make some simple maps of the system and predict where they think the different particle types will end up. After they have made their maps and diagrammed the types of sediments and their locations (many students use a key based on our definition of the sediment samples) I have the students continue to add the material to the system until the whole thing has a good bottom substrate.
Sometimes the pump doesn't wash the materials down well enough, so we invent flood events using a 1/2 gallon plastic juice pitcher. This seems to work well as it helps the particles gain enough velocity to distribute themselves throughout the system.
As the sediments set up in locations the students can discuss their own explanations about the various stream substrate formations such as; runs, riffles, pools, point bars, channel bars, cut banks, and other physical features of the stream habitat.
ACTIVITY THREE -- Stream Organisms
For this activity you need access to a stream and some collection equipment. A D-frame net works well in collecting stream invertebrates for introduction into the system. Collecting organisms is a great activity if you can get to a creek with your students. If you can't, many of the organisms which take up residence in the stream can be found in ponds, lakes, and even temporary ponds and wet ditches. As a last resort you could get some from a biological supply company.
Once the organisms are in the stream the opportunities for investigations and observations are unlimited. Just let your curiosity and your students curiosity take hold. You'll be amazed at how many students will begin talking like biologists and gathering at the model before class.
ACTIVITY FOUR -- Classifying stream organisms
This is a simple variety of any classic taxonomic lesson where students build a key to the common organisms found in the stream. If the diversity of organisms is great, the activity may lend itself to comparative studies of organism types, classification, adaptations,
functional feeding groups, habitat and niche activities.
ACTIVITY FIVE -- Growth rate
The stream sections under the lights will soon grow algae. The types will depend on where you get your substrate materials and your stream samples. A simple way to get an idea of growth rate and algae colonization is to use microscope slides as growing substrates in the stream. Place the clean slides of known mass in different places in the stream and let the algae begin to grow on them. In a seemingly short period of time 1 to ???? weeks students will see growth on the slides, and be able to mass the slides and compare the different habitats and region of the slide for algae growth.
ACTIVITY SIX -- Photosynthesis investigations
One way to look at photosynthesis with this stream model is to use different color light sources and compare the condition of the growth under each light. A method which has shown some promise is to use clear colored plastic, (the gel type used in stage lighting or the colored clear acetate for overheads) and mount it in cardboard frames which wrap around and fit over the top stream sections. This creates a zone where only a single color light is available for the algae. By using several different colors of gels and a clear as the control students can make dramatic discoveries about the colors (then wavelengths) of light used by algae for photosynthesis.
Students have had opportunities to use the stream model for independent and small group research projects. Here is a sampling of just a few student ideas:
- Stream Organisms and their Habitats
- Dissolved oxygen in the Stream
- The pH of the Stream, Comparing the Sections
- Population Changes in Duckweed
- Snail Population Changes
- Organisms of the Sediment
- Phosphorous Levels in the Stream
This list represents some of the more traditional research projects students have attempted. All of the projects regardless of their level of sophistication were successful based on the fact that student research was conducted and results presented in classroom stream research symposiums.
The classroom stream ecosystem provides a focus for biology class projects, lessons, experiments and research. It provides students with a sense of ownership in the class if they are involved in the development of the system early in the school year. I have found students simply standing and observing, conversing about their ideas, and actively wondering what is going on in the stream on a daily basis. The model is a magnet for student curiosity. If you have a chance to build one and use it, I recommend it strongly, and wish you luck in your new quest to make biology real and relevant to your students. Remember, more information and a complete article on how to build and more details about the stream system can be found at http://www.augusta.k12.wi.us/HS/dept/sci/stream.htm. | <urn:uuid:7db2e754-66a3-4506-ad26-b136671d4e9a> | CC-MAIN-2014-49 | http://www.accessexcellence.org/AE/AEC/AEF/1995/tweed_ecosystem.php | s3://commoncrawl/crawl-data/CC-MAIN-2014-49/segments/1416400378047.50/warc/CC-MAIN-20141119123258-00140-ip-10-235-23-156.ec2.internal.warc.gz | en | 0.944222 | 2,028 | 3.125 | 3 |
Humans aren’t the only members of the workforce! The American Kennel Club (AKC®) celebrates the evolution of our canine coworkers – what jobs they were originally bred to perform and what work you can see them doing now.
Dogs go above and beyond each and every day, not only as beloved family pets, but as loyal members of the workforce. They do many important jobs from hunting to bomb detection to alerting people to life threatening situations. They have been and always will be valued members of the workforce.
A service dog is a specifically trained to help people with disabilities. Those disabilities may include visual difficulties, hearing impairments, Post-Traumatic Stress Disorder (PTSD), seizures, ambulatory issues, mental illness, diabetes, autism, and more.
Types of Service Dogs:
Guide Dog – assists an individual that has vision impairment.
Mobility Dog – may retrieve items, open doors or even push buttons for its handler. Also, this Service Animal may assist people with disabilities with walking, balance and transferring from place to place.
Hearing Dog – alert its handler with a hearing loss to sounds. This can be telephone, door bell, smoke alarm, crying baby and more.
Medical Alert Dog – trained to alert to oncoming medical conditions, or attend its handler in the event of heart attack, stroke, diabetes, epilepsy, etc.
Autism Service Dog – Assistance Dog that is trained to alert its handler of certain behaviors so that the handler may keep these behaviors to a minimum. This dog provides stability and the dog’s presence offers a calming influence and provides focus. Abstract and concrete thinking advance, focus improves, and the length of attention span increases. The important role of an autism service dog is affording the individual more independence and autonomy, helping those individuals become a viable part of the community.
Psychiatric Service Dog – works with a handler that has a mental disability. Some types of tasks could be to attend a handler who may need a dog to be able to go out in public (agoraphobic), or a handler who suffers from panic attacks, anxiety attack, PTS (post-traumatic stress) or other mental disorders. These dogs are trained NEVER to leave their handler’s side
Borzois are sight hounds that worked originally as hunters of wolves, fox, and hare. Today, because of their intelligence, independence, and keen sense of awareness, you’ll see Borzois working as loyal psychiatric assistance dogs, helping veterans suffering from Post-Traumatic Stress Disorder (PTSD).
Labrador Retrievers originally worked alongside fisherman, helping them pull in nets and catch fish that escaped from fishing lines. They also worked with hunters as an excellent retriever of game. These days you can see Labs working as guide dogs, part of Search and Rescue teams, and in narcotics detection.
Cavalier King Charles Spaniels were bred as companions to aristocratic families. Now you can see the Cavalier performing therapy work. They excel as therapy dogs because of their sweet, gentle natures.
A working dog is a canine working animal that learns and performs tasks to assist and/or entertain its human companions. Detection, herding, hunting, search and rescue, police, and military dog are all examples of working dogs.
Beagles have great tracking ability and originally worked as rabbit hunters. From the field they went to the airport where they work for U.S. Customs & Border Patrol as narcotics and agriculture detector dogs. You can also see the Beagle out and about as a bed bug detector due to his strong nose.
AKC’s top five detection jobs for working dogs include:
- Bed bug sniffing. Bed bugs became a major problem for businesses and homeowners over the past few years, so a new employee entered the workforce – the dog. With their excellent noses, exterminators and business owners enlisted the dog’s incredible abilities to find where bed bugs were hiding. Dogs are also vital for follow-up, to determine if an extermination method worked. Today, professional groups have established standards in bed bug-detector dog training, testing, and certification. Breeds that are commonly used in bed bug detection are Beagles, Labrador Retrievers, and Belgian Malinois, among others.
- Search and Rescue. From missing persons cases to natural disasters, dogs have been an integral part in finding people who are in dire situations. Search and rescue (SAR) dogs can either use a scent in the air or the scent of a specific object to find who they’re looking for. They can be used in many different situations, including disasters – such as earthquakes where dogs can find people beneath the rubble – cadaver searches, drowning situations, and avalanches. Search and rescue training is a rigorous process starting from puppyhood. Once training is completed, dogs are tested and certified by SAR organizations. Breeds that most commonly work with SAR are German Shepherds, Labrador Retrievers, Golden Retrievers, and Bloodhounds, among others. These dogs are chosen for their intelligence, strength, size, obedience, eagerness, temperament, and gentleness.
- Explosives detection. Dogs have been serving our country at home and abroad for many years saving lives by warning their handlers of explosive devices. These canine heroes work with the police, Transportation Security Administration (TSA), and military to locate dangerous materials. The dogs go through an intense training course to learn how to locate and identify a wide variety of explosives and to alert their handlers of its presence. Breeds that excel in this kind of work include the German Shepherd, Belgian Malinois, and Vizsla.
- Cancer detection. Believe it or not, scientists were able to train Labrador Retrievers to sniff out cancer in patients’ breath by smelling samples and sitting down in front of the one that was cancerous. Cancer cells give off different odors than regular cells and they change the way a person’s breath smells– a dog’s keen nose can tell the difference. In one case in particular, the Lab correctly diagnosed the disease 98 percent of the time, whereas a test that is commonly used found the cancer only 10 percent of the time.
- Allergy Alert dogs. Peanut allergies can be life threatening. Stepping up to the job to alleviate parents’ fears when their kids leave the house are a variety of dogs that have the uncanny sense to sniff out even the slightest trace of peanuts. These dogs are trained to detect the allergen and its residue at schools, social events, and everyday activities and alert their owner. Their training is similar to that of a police dog learning to track scents or drugs. Breeds that most commonly work as allergy alert dogs are the Poodle, the Golden Retriever, and the Portuguese Water Dog. | <urn:uuid:6371aa54-d31e-4189-a232-d4064b5bed1e> | CC-MAIN-2020-45 | https://www.akc.org/public-education/resources/general-tips-information/service-therapy-work-dogs/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-45/segments/1603107880656.25/warc/CC-MAIN-20201023043931-20201023073931-00125.warc.gz | en | 0.95472 | 1,401 | 2.9375 | 3 |
South Tex Organics has been harvesting organic Texas citrus fruits and vegetables for 25 years. All of our grapefruit, oranges, lemons, and onions are USDA certified organic.
What does Organic mean?
Organic food is produced by farmers who emphasize the use of renewable resources and the conservation of soil and water to enhance environmental quality for future generations. Simply stated, organic produce is grown without the use of pesticides, herbicides, synthetic fertilizers, sewage sludge, genetically modified organisms or ionizing radiation. Soil and natural fertility building are important parts of organic farming.
Before a product can be labeled "organic," a Government-approved certifier inspects the land where the food is grown to make sure the grower is following all the rules necessary to meet USDA organic standards.
Companies that handle or process organic food must be certified, too.
What does the USDA Organic Seal mean?
The USDA Organic seal assures consumers of the quality and integrity of organic products. The seal signifies the product has been grown and handled in accordance with national organic standards and USDA strict labeling rules.
South Tex Organics' produce has earned this seal so you can be sure that it was produced using the highest organic production and handling standards in the world.
The USDA Organic seal also tells the consumer that a product is at least 95 percent organic.
Organic-certified operations must have an organic system plan and records that verify compliance with that plan. Operators are inspected annually and must submit their compliance records annually. In addition there are random checks to assure standards are being met.
Is organic food more nutritious than conventional food?
At this time, there is no definitive research that makes this claim. It is extremely difficult to conduct studies that would control the many variables that might affect nutrients, such as seeds, soil type, climate, post-harvest handling and crop variety.
However, some recently published studies have shown organic foods to have higher nutritional value. For example, researchers at the University of California, Davis, recently found that organic tomatoes had higher levels of phytochemicals and vitamin C than conventional tomatoes.
Does organic food taste better?
Taste is definitely an individual matter, but hundreds of gourmet chefs across the nation are choosing organic food to prepare because they believe it has superior taste and quality.
An increasing number of consumers are also of the opinion that organic food tastes better. Because organic food is grown in well-balanced soil, it makes sense that these healthy plants have a great taste. | <urn:uuid:985e8d85-43ed-49c9-bc9e-003fd44baa07> | CC-MAIN-2020-34 | https://www.stxorganics.com/organic-facts/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-34/segments/1596439735860.28/warc/CC-MAIN-20200804043709-20200804073709-00054.warc.gz | en | 0.947639 | 510 | 2.59375 | 3 |
- freely available
Genetic Diversity in Fusarium graminearum from a Major Wheat-Producing Region of Argentina
AbstractThe Fusarium graminearum species complex (FGSC) is a group of mycotoxigenic fungi that are the primary cause of Fusarium head blight (FHB) of wheat worldwide. The distribution, frequency of occurrence, and genetic diversity of FGSC species in cereal crops in South America is not well understood compared to some regions of Asia, Europe and North America. Therefore, we examined the frequency and genetic diversity of a collection of 183 FGSC isolates recovered from wheat grown during multiple growing seasons and across a large area of eastern Argentina, a major wheat producing region in South America. Sequence analysis of the translation elongation factor 1−α and β-tubulin genes as well as Amplified Fragment Length Polymorphism (AFLP) analyses indicated that all isolates were the FGSC species F. graminearum sensu stricto. AFLP analysis resolved at least 11 subgroups, and all the isolates represented different AFLP haplotypes. AFLP profile and geographic origin were not correlated. Previously obtained trichothecene production profiles of the isolates revealed that the 15-acetyldeoxynivalenol chemotype was slightly more frequent than the 3-acetyldeoxynivalenol chemotype among the isolates. These data extend the current understanding of FGSC diversity and provide further evidence that F. graminearum sensu stricto is the predominant cause of FHB in the temperate main wheat-growing area of Argentina. Moreover, two isolates of F. crookwellense and four of F. pseudograminearum were also recovered from wheat samples and sequenced. The results also suggest that, although F. graminearum sensu stricto was the only FGSC species recovered in this study, the high level of genetic diversity within this species should be considered in plant breeding efforts and development of other disease management strategies aimed at reducing FHB.
Share & Cite This Article
Alvarez, C.L.; Somma, S.; Proctor, R.H.; Stea, G.; Mulè, G.; Logrieco, A.F.; Pinto, V.F.; Moretti, A. Genetic Diversity in Fusarium graminearum from a Major Wheat-Producing Region of Argentina. Toxins 2011, 3, 1294-1309.View more citation formats
Alvarez CL, Somma S, Proctor RH, Stea G, Mulè G, Logrieco AF, Pinto VF, Moretti A. Genetic Diversity in Fusarium graminearum from a Major Wheat-Producing Region of Argentina. Toxins. 2011; 3(10):1294-1309.Chicago/Turabian Style
Alvarez, Cora Lilia; Somma, Stefania; Proctor, Robert H.; Stea, Gaetano; Mulè, Giuseppina; Logrieco, Antonio F.; Pinto, Virginia Fernandez; Moretti, Antonio. 2011. "Genetic Diversity in Fusarium graminearum from a Major Wheat-Producing Region of Argentina." Toxins 3, no. 10: 1294-1309.
Notes: Multiple requests from the same IP address are counted as one view. | <urn:uuid:11e4e893-46bd-4991-9a0a-accf2d5adaf6> | CC-MAIN-2016-26 | http://www.mdpi.com/2072-6651/3/10/1294 | s3://commoncrawl/crawl-data/CC-MAIN-2016-26/segments/1466783404826.94/warc/CC-MAIN-20160624155004-00005-ip-10-164-35-72.ec2.internal.warc.gz | en | 0.861635 | 710 | 2.734375 | 3 |
Drumoak Church was built to a Gothic design supplied by Archibald Simpson in 1835/36. The church is a quite typical Simpson design, within a simple rectangular five-bay box. The front is enlivened with a narrower single-bay entrance projecting out to the south, punctuated with square granite corner buttresses and a central bellcote perched on the apex of the gable. Five pointed lancet windows line the walls on either side, (the final ones being blank), with a more dominant tripartite traceried window implanted centrally on the main gable. All the windows are hooded with granite mouldings and are expressed also within chamfered granite reveals, successfully contrasting against the basically rendered external walls. Clear diamond glazing outlined with a plain amber colored band is leaded directly into the window surround stonework. The interior has a plain plastered ceiling, pine-lined dado, panelled gallery front, pulpit and pews, terminating at the north end on the centrally placed pulpit and a gable dominated by three high lancet windows. The stained glass in the central window was installed in 1959. Behind the pulpit against the same wall, a small single-storey vestry extension projects externally with chamfered corners. Doric-looking columns support the internal gallery, the paired central ones suggesting that the church probably had a central aisle prior to the refurbishment carried out in 1880. The area under the gallery has been partitioned off to form a “welcome/meeting” area.
10am on 2nd, 4th and 5th Sundays of each month
Access by arrangement
Contact Drumoak-Durris Church.
The information about churches in Scotland’s Churches Scheme has been provided by the congregations or taken from the Historic Scotland list and published sources, in particular, the Buildings of Scotland volumes and the RIAS Illustrated Architectural Guides. To contact this specific church please complete the Contact this Church form above. The information is not authoritative; please contact Scotland’s Churches Trust to let us know of any errors or omissions. | <urn:uuid:cc8abbf5-b891-457a-bbf2-b567b9fc2135> | CC-MAIN-2021-17 | https://scotlandschurchestrust.org.uk/church/drumoak-durris-church-scotland/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-17/segments/1618038065492.15/warc/CC-MAIN-20210411204008-20210411234008-00154.warc.gz | en | 0.928787 | 437 | 2.921875 | 3 |
What Is It?
The eye's lens is a transparent structure that focuses images on the light-sensitive retina. Cataracts are cloudy areas in the lens. They occur when certain proteins in the lens form abnormal clumps. These clumps gradually get larger and interfere with vision. They distort or block the passage of light through the lens. "Cataract" means "huge waterfall" or "enormous downpour," which is how some people describe their clouded sight, like trying to look through a waterfall.
In many cases, cataracts are age-related. They first appear in the 40s or 50s, but may not affect vision until after age 60. In other cases, cataracts may be caused by eye trauma, long-term diabetes, corticosteroid medications, or radiation treatments. In infants, cataracts can be present since birth (congenital) or can occur as a result of an infection that happened during pregnancy, especially toxoplasmosis, cytomegalovirus, syphilis, rubella, or herpes simplex. In infants and young children, cataracts also can be one symptom of a disease that affects how the body processes carbohydrates, amino acids, calcium or copper.
Cataracts are the world's leading cause of blindness, accounting for about 42% of all cases of blindness. In the United States, most cataracts are age-related and affect more than half of all Americans older than 65 to some degree. Although the exact cause of age-related cataracts is unknown, some scientists suspect chemical changes affecting eye proteins called a-crystallins. Current research suggests that a-crystallins prevent the abnormal clumping of other types of proteins into cataracts. What causes cataracts is the subject of active research. Prolonged exposure to bright sunlight and smoking have been identified as factors.
Page 1 of 9 Next Page: Cataracts Symptoms
From Health A-Z, Harvard Health Publications. Copyright 2007 by the President and Fellows of Harvard College. All rights reserved. Written permission is required to reproduce, in any manner, in whole or in part, the material contained herein. To make a reprint request, contact Harvard Health Publications. Used with permission of StayWell.
You can find more great health information on the Harvard Health Publications website. | <urn:uuid:fa422fd9-8b40-49f6-8155-647cf9a9f8e8> | CC-MAIN-2014-10 | http://sparkpeople.com/resource/health_a-z_detail.asp?AZ=84 | s3://commoncrawl/crawl-data/CC-MAIN-2014-10/segments/1394020561126/warc/CC-MAIN-20140305115601-00038-ip-10-183-142-35.ec2.internal.warc.gz | en | 0.928079 | 480 | 3.734375 | 4 |
What Was The Holocaust?
In 1933, the Jewish population of Europe stood at over nine million. Most European Jews lived in countries that Nazi Germany would occupy or influence during World War II. By 1945, the Germans and their collaborators killed nearly two out of every three European Jews as part of the “Final Solution,” the Nazi policy to murder the Jews of Europe. Although Jews, whom the Nazis deemed a priority danger to Germany, were the primary victims of Nazi racism, other victims included some 200,000 Roma (Gypsies). At least 200,000 mentally or physically disabled patients, mainly Germans, living in institutional settings, were murdered in the so-called Euthanasia Program.
As Nazi tyranny spread across Europe, the Germans and their collaborators persecuted and murdered millions of other people. Between two and three million Soviet prisoners of war were murdered or died of starvation, disease, neglect, or maltreatment. The Germans targeted the non-Jewish Polish intelligentsia for killing, and deported millions of Polish and Soviet civilians for forced labor in Germany or in occupied Poland, where these individuals worked and often died under deplorable conditions. From the earliest years of the Nazi regime, German authorities persecuted homosexuals and others whose behavior did not match prescribed social norms. German police officials targeted thousands of political opponents (including Communists, Socialists, and trade unionists) and religious dissidents (such as Jehovah’s Witnesses). Many of these individuals died as a result of incarceration and maltreatment.
Administration of the “Final Solution”
In the early years of the Nazi regime, the National Socialist government established concentration camps to detain real and imagined political and ideological opponents. Increasingly in the years before the outbreak of war, SS and police officials incarcerated Jews, Roma, and other victims of ethnic and racial hatred in these camps. To concentrate and monitor the Jewish population as well as to facilitate later deportation of the Jews, the Germans and their collaborators created ghettos, transit camps, and forced-labor camps for Jews during the war years. The German authorities also established numerous forced-labor camps, both in the so-called Greater German Reich and in German-occupied territory, for non-Jews whose labor the Germans sought to exploit.
Following the invasion of the Soviet Union in June 1941, Einsatzgruppen (mobile killing units) and, later, militarized battalions of Order Police officials, moved behind German lines to carry out mass-murder operations against Jews, Roma, and Soviet state and Communist Party officials. German SS and police units, supported by units of the Wehrmacht and the Waffen SS, murdered more than a million Jewish men, women, and children, and hundreds of thousands of others. Between 1941 and 1944, Nazi German authorities deported millions of Jews from Germany, from occupied territories, and from the countries of many of its Axis allies to ghettos and to killing centers, often called extermination camps, where they were murdered in specially developed gassing facilities.
The End of The Holocaust
In the final months of the war, SS guards moved camp inmates by train or on forced marches, often called “death marches,” in an attempt to prevent the Allied liberation of large numbers of prisoners. As Allied forces moved across Europe in a series of offensives against Germany, they began to encounter and liberate concentration camp prisoners, as well as prisoners en route by forced march from one camp to another. The marches continued until May 7, 1945, the day the German armed forces surrendered unconditionally to the Allies. For the western Allies, World War II officially ended in Europe on the next day, May 8 (V-E Day), while Soviet forces announced their “Victory Day” on May 9, 1945.
In the aftermath of the Holocaust, many of the survivors found shelter in displaced persons (DP) camps administered by the Allied powers. Between 1948 and 1951, almost 700,000 Jews emigrated to Israel, including 136,000 Jewish displaced persons from Europe. Other Jewish DPs emigrated to the United States and other nations. The last DP camp closed in 1957. The crimes committed during the Holocaust devastated most European Jewish communities and eliminated hundreds of Jewish communities in occupied eastern Europe entirely.
United States Holocaust Memorial Museum. “The Holocaust.” Holocaust Encyclopedia.
OF ALL THE JEWS WHO BORE THE BRAND OF
HITLER’S DEATH CAMPS ON THEIR ARM,
ONLY A MERE HANDFUL LIVED TO TELL OF
THE HORROR THAT WAS THE HOLOCAUST
Los Angeles Museum of the Holocaust
The Nazification of Germany
Adolph Hitler and Frankliin Roosevelt came into office during a world-wide depression that threatened democracy in both nations. In his inaugural address, president Roosevelt told the American people “We have nothing to fear but fear itself”. In Germany, Chancellor Hitler used ‘fear itself’ to justify the burning of the Reichstag and to make himself dictator. Within weeks he legislated all civil rights out of existence and issued edicts to establish his police state. Dissenters were taken to Dachau and Oranienburg concentration camps. The barbaric ‘scapegoating’ of German Jews had begun.
Jews whose families had lived in Germany for over a thousand years were assaulted in the streets, forced from civil service and schools, and had their businesses boycotted. Before 10933, ended Hitler renounce the Versailles Treaty, started secret rearmament, quit the League of Nations and signed a concordat with the Vatican. As America strengthened its democracy, Hitler intensified his terrorist tactics. Nazi student stormed university libraries and bookstores, cating into bonfires books authored by defenders of democracy and believers on free ideas.
A century earlier the German poet, Heinrich Heine, prophesised: “Where on burns books, one will, in the end, burn people”.
It only took eight years.
The Night of the Long Knives
In violation of the Treaty of Versailles, Germany initiated an ambitious military rearmament program to restore its military strength; covert air reconnaissance missions commenced. Germany began to secure its national borders.
On January 26, Germany and Poland signed a non-aggression agreement.
The SS became a dominant force in Germany after Ernst Rohm, commander of the Storm Troopers (SA) and other prominent members of the SA leadership, who threatened Hitler’s authority, were murdered on Hitler’s orders on June 30, The “Night of the Long Knives”. All concentration camps came under SS jurisdiction.
On July 25, Austrian Chancellor Engelbert Dollfuss was assassinated by Austrian Nazis in a failed attempt to gain control of that country.
With the death of German President Paul Von Hindenburg on August 2, Hitler moved quickly to establish a dictatorship. Offices of president and chancellor were combined. Hitler became supreme commander of German Military Forces. The military no longer bore allegiance to the state; The German soldier in his oath swore “I will render unconditional obedience to Adolph Hilter, The Fuhrer”.
New laws discriminating against Jews and other minorities were enacted; unofficial boycotting and random attacks against Jews Continued.
Legalization of Nazi Racism
The Saar Region, granted to France by the Versailles Treaty, was returned to Germany on January 13. German mandatory military service resumed on March 16, in breach of the Versailles treaty, Jews were barred from the armed forces.
Virulent attacks in the press raised new concerns for Jews. Throughout Germany signs proclaimed “Jews not wanted here” or bathing prohibited to dogs and Jews”. Local officials, exceeding their authority, excluded German Jewish citizens from public facilities and even for a time, from public transportation.
Nazi youth mobs rampaged on the Kurfurstendamm, Berlin’s main commercial district, in mid-July destroying stores and assaulting those presumed to be Jewish.
On September 15, The Nuremberg Laws were enacted, providing the legal basis for Jewish disenfranchisement. Under Reich citizenship law, German Jews no longer had any political rights. Only “Aryan” Germans and those of “related blood” were accorded citizenship.
The law for the protection of German blood and honor prohibited marriages or sexual relations between Germans and Jews; the employment of German women under the age of 45 and the raising of the German flag by Jews. For the First time, Jews were persecuted because of their “race”, not because of their religion.
False peace of the Berlin Olympics
Offices of the Reich leader of the SS and the chief of the German police were combined on June 17 under Heinrich Himmler, German police came under SS control.
International demands to have the Olympic games moved from Berlin out of fear that the games would be exploited for Nazi propaganda failed During the games, the Nazis removed offensive signs and allowed Jews to compete. The games opened in August, despite the German military occupation of the Rhineland. Jesse Owens, an African-American track star, went on to win 4 gold medals.
On-going boycotting and harassment of Jews led to the “voluntary” transfer of many businesses to non-Jewish Germans, a process known as Aryanization.
To prepare Germany militarily and economically for inevitable war, Hitler appointed Hermann Goring to oversee his four year plan. Strategic alliances were cemented with Spain and General Franco’s independent forces in summer, with Italy on October 25, and with Japan on November 25.
The world, Hitler believed, had been “drifting” toward a new conflict, “whose essence and aim, however, are solely the removal of those strata of mankind which have until the present provided the leadership and their replacement by international Jewry”.
On March 21, Pope Pius XI issued “Mit Brennender Sorge” (“With Burning Concern”), an encyclical read from Catholic pulpits throughout Germany attacking racism.
In mid-May the gestapo ordered the Jehovah’s Witnesses, their supporters and other “anti-socials”, including gypsies, beggars, vagrants, pimps, those with criminal records and those who were “not prepared to fit into the national community”, to be taken immediately into protective custody at concentration camps. Imprisonment of these groups followed the incarceration of political prisoners and homosexuals.
In response to the emergence of the Berlin-Rome “Axis”, President Franklin Roosevelt on October 5, condemned “unnamed aggressors”, warning that if left unchecked, they might attack the “western hemisphere” in the future. A policy of isolation and neutrality alone would no longer be sufficient to guarantee the security of the United States. On November 5, Hitler unveiled his political and military strategy for war to his top military leadership. Only through force would Germany gain adequate living space (“Lebensraum”) essential to safeguard its racial and national supremacy. Austria and Western Czechoslovakia would provide some space; “Russia and her vassal border states” would provide the rest.
“Aryanization” increased substantially. Tens of thousands of Jewish civil servants, professionals, and others were barred from working in the German economy.
Opposition to Hitler in the German Foreign office and in the military were removed during January and February thus allowing the implementation of his policies; The annexation of Austria in March, and of the Sudetenland in October.
In June, The SS ordered nationwide detention of able-bodied male “anti-socials” and criminals into concentration camps; 1,500 Jews were included. Detainees became forced labor for projects vital to the SS and Nazi leadership.
Anti-Semitic activity increased; official status of Jewish organizations was rescinded. Property registration was required. Jewish physicians were restricted to treating only Jewish patients. Identification cards were issued. The name “Sarah” was mandatorily added to all Jewish female names; “Israel” to all males. Jewish passports were stamped with a “J”.
The Evian conference sponsored by 32 nations failed to solve problems of Jewish Refugees seeking asylum. Approximately 18,000 stateless Jews were expelled from Germany to Poland on October 27-28. In retaliation for his family’s expulsion, Hershel Grynszpan shot Ernst Vom Rath. Third Secretary of the German Embassy in Paris.
Vom Rath’s death was used to justify Krystallnacht riots in Germany and Austria on November 9-10. Businesses, home and synagogues were burned. Physical attacks began against Jews. At least 30,000 German Jewish males were sent to concentration camps and released upon condition of emigration.
The Nazi Conquest of Europa
Bohemia and Moravia were declared a German protectorate on March 15. A Euthanasia decree was signed on September 1, affecting mental patients, incurably ill and social misfits. Poland invaded by Germany on September 1 and by the Soviet army on September 17. Britain and France declared war on Germany on September 3. A secret agreement was reached on August 23, between Germany and Soviets, to partition Poland was implemented on September 28.
Hitler’s order to expel Jews and gypsies from newly incorporated territories was revealed on September 21. Until the “final aim” could be implemented, Jews were to be concentrated in large towns with railroad junctions. Jewish councils (“Judenraete”) established in every district to enforce Nazi rule.
Polish-Jewish property was seized, synagogues burned and mass shootings carried out. Jews forced to wear a distinctive Jewish Star. Thousands of Jews were sent to Nisko area near Lublin to establish a Jewish reservation.
Jews seeking asylum had limited options. The British government severely restricted Jewish immigration to Palestine. The United States refused entry to 20,000 refugee children, and the coast guard prevented the S.S. St. Louis with more than 900 refugees aboard to land in Miami. The Ship returned to Germany where most died in the camps.
Between 1939-1940, approximately 10,000 Poles including teachers, priests and political leaders were killed to prevent them from reuniting the country against the Nazis.
Blizkrieg in West/Terror in East
The German conquest of Europe continued: Denmark capitulated in April; Belgium and Holland in May; Norway and France in June; Italy enter the war on the German side in June. The Rome-Berlin-Tokyo agreement was signed on September 27.
Territorial solutions were considered to solve the “Jewish Problem”. Approximately 95,000 Jews were deported to Nisko by March. A plan to establish a Jewish reservation was abandoned after international protests and intervention from Hans Frank, Governor of the general government. A second solution involved deporting the Jews of Europe to the African equatorial island of Madagascar. The inability of Germany to defeat great Britain and gain control of the seas and Hitler’s decision to attack Russia doomed this alternative. Policy toward Jewish immigration changed after abandonment of Madagascar plan. Jews were no longer allowed to emigrate. They were cut off from the free world.
Jews were isolated in ghettoes. Lodz Ghetto was sealed on April 30 and the Warsaw Ghetto gates closed in mid-November. Ghettoes suffered from over-crowding, lack of food and proper sanitation, ultimately precipitating epidemics (notably Typhus), widespread starvation and mass deaths. Amid the misery, Jews maintained religious, cultural educations, political, and social welfare institutions.
Barbarossa and Pearl Harbor
On June 22, The army invaded the Soviet Union and mass extermination of Jews Began. The decision to annihilate rather than exile had been made.
Four mobile killing units (Einsatzgruppen) were assigned to execute communist officials, gypsies, and Jews. Three of these commanders held PH. DS.
Jews in small towns were killed almost immediately. In larger areas, the elderly and weak were chosen first. Able-bodied persons were used for slave labor until they too were killed.
Germans encouraged local populations to kill Jews and confiscate their property. Auxiliary police comprised of local collaborators from Lithuania, Latvia, Estonia, and Ukraine became indispensible.
Jews were rounded up and taken outside the city. Forced to strip naked, they were then shot. Victims fell into mass graves some even before they were dead.
According to an official German report, 33,771 Jews were machine gunned on September 29-30, at Babi Yar, Ukraine. Gassing of Jews began on December 8, at Chelmo Extermination Camp in Western Poland.
On December 7, Japan attacked Pearl Harbor. The next day the United States declared war on Japan.
Final Slaughter of Innocents
On January 20, The Wannsee Conference was held to coordinate the destruction of European Jewry; the “Final Solution”. Einsatzgruppen techniques which by late 1942 had been used to liquidate approximately 14 million Jews of Europe and others single out for destruction. Assembly line extermination factories equipped with gas chambers were developed.
Deportations to extermination and concentration camps began in March; 300,000 Jews from Warsaw were deported. Armed resistance took place in Lachwa, Kremenets, Tuchin, Mir, and Kletsk Ghettoes. Partisan units organized in forests.
Absence of identity papers, places of refuge, reluctance to abandon families, open hostility or fear of local population to get involved limited escape.
At Belzec, Sobibor, Treblinka and Chelmno, Jews were murdered shortly after arrival. At Auschwitz and Majdanek, children and elderly, the handicapped and women, unable to work were also killed upon arrival. Able-bodied teenagers and adults were used as slave labor for German industry until they too were sent to gas chambers and replaced. At Dachau, Mauthausen and other camps, Jews were worked to death or died of starvation, disease and torture.
On December 17, the allies proclaimed that those responsible for annihilation of the Jewish people would be punished.
Ghetto Revolts and Partisans
The Plight of Refugees discussed on April 19, 1943 at Bermuda conference, British and Americans prohibited food shipments to Jews and others, refused ships
for those who managed to escape, and forbade rescue negotiations with Nazis. A number of individuals, underground organizations, clergy,
and public officials were involved in rescue activities in Bulgaria, Denmark, France, Italy, and elsewhere.
Despite Mass murder being viewed as inconceivable to most Jews; The isolation of the ghettoes which precluded coordinated action: The Fear of massive reprisals;
The lack of trained military officers and sufficient arms; and encouragement from the West; armed rebellions took place in Warsaw (April 1043) and in Vilna (September 1943).
Over a hundred Jewish underground organizations resisted in ghettoes and other areas. Tens of thousands in Central And Western Poland fled to the forests.
Revolts in Camps were initiated by Jews who had worked there a long time and understood their fate; new arrivals were too disoriented and exhausted. Deceptions to
allay the inmates fears occurred as often as brute force; both hindered organized resistance, despite the numerical superiority of inmates over guards. Rebellions occurred at
Sobibor (October 1943), Treblinka (August 1943) and Auschwitz (October 1944).
Death Marches and Liberation
As millions of Jews were being killed, the Nazis also murdered hundreds of thousands of others including gypsies, homosexuals, Jehovah’s witnesses, the mentally disabled, anti-Nazis, and chronically ill. Sadistic
medical” experiments were conducted on hundreds of healthy subjects under guise of scientific research those not tortured to death were left scarred for life.
Allied forces landed on Normandy on June 6, 1944. As they neared the camps, hundreds of thousands of inmates were evacuated with little food or clothing and marched or taken in open transports from camp to camp. those unable to keep up were shot. Between 300,000-400,000 other Jews were evacuated to construct military fortifications in southern Germany and Austria.
Efforts to destroy evidence of Nazi atrocities using Jewish labor failed because of the magnitude of the task.
Auschwitz liberated on January 26, 1945 by the Soviet army. Buchenwald on April 11 by Americans. Bergen-Belen on April 15 by the British; Dachau on April 29 and Mauthausen on May 3, by the Americans. The war ended on May 8, 1945.
From October 1945 to October 1946, the International Military Tribunal, deliberating in Nuremberg, tried twenty-two leading Nazis. Twelve were sentenced to death, three to life in prison, four for long terms in prison and thru were not convicted.
Whether western civilization will learn to respect the rights of Jews and other minorities remains unanswered. Let us hope that the lessons of the Holocaust will never be forgotten and become an eternal warning against the dangers of Nazism, bigotry and hatred.
The last time I visited Yad Vashem was with the Prime Minister of Canada Stephen Harper, a great friend of Israel and the Jewish people. We went through the exhibition rooms which present heartbreaking documentation of the destruction of European Jewry.
Today in my office, I met Felah, an 82 year old Holocaust survivor. It was important to her to tell me on this day of all days how her memories as a child of seven who was forced to leave her two year old sister behind to die, how those memories are always with her. She told me, “I don’t remember what happened yesterday or the day before that, but as is the way of memories from that age, I remember the tearing, sad eyes of my two year old sister”.
I met Shalom, an 89 year old Holocaust survivor, who told me how he left home at 18. He was 13 and the conditions in the ghetto were deteriorating so he, a young boy, decided to leave. He said, “Mother objected and wailed and Father was quiet. He stood and put his hand on my heard and blessed me and told me to save myself”.
All the exhibition rooms here are filled with such heartbreaking stories. When we left Yad Vashem, I told the Canadian Prime Minister that the primary duty of the Prime Minister of Israel is to ensure that there will be no more memorial sites like this, that there will never be another Holocaust.
I have said many times in this place that we must identify an existential threat in time and take action in time. Tonight, on the eve of Holocaust Remembrance Day, I ask myself: why, in the years preceding the Holocaust, did the overwhelming majority of world leaders and Jewish leaders fail to detect the danger in time? In retrospect, all the warning signs were there: the strengthening of the Nazi regime year after year; the horrific anti-Semitic propaganda which grew stronger with each passing month; and the murderous attacks on Jews which began as a trickle and transformed into a huge wave.
In retrospect, there is a direct line connecting the racial laws and the gas chambers.
Very few world leaders understood the enormity of the threat to humanity posed by Nazism. Churchill was one of them. Few among our leaders, primarily Jabotinsky, warned against the imminent destruction facing our nation, but they were widely criticized and their warnings were disregarded, and they were treated as merchants of doom and war mongers.
So I ask: How is it possible that so many people failed to understand the reality? The bitter and tragic truth is this: it is not that they did not see it. They did not want to see it. And why did they choose not to see the truth? Because they did not want to face the consequences of that truth.
During the 1930′s, when the Nazis were gaining momentum, the influence of the trauma of the First World War was still fresh. Twenty years earlier, the people of the West experienced a terrible trench war, a war which claimed the lives of 16 million people. Therefore, the leaders of the West operated on the basis of one axiom: avoid another confrontation at any cost, and thus they laid the foundation for the most terrible war in human history. This axiom of avoiding conflict at any cost, this axiom was adopted not only by the leaders. The people themselves, primarily the educated ones, shared it too.
In 1933, for example, the year Hitler rose to power, there was a meeting of the Oxford University student organization – an institute from which generations of British leaders had emerged. Following a heated debate, the students voted for a resolution stating that they “would under no circumstances fight for their King and Country”. This resolution passed by an overwhelming majority only ten days after Hitler entered the Chancellery of Germany.
And believe me: that message reverberated in Berlin.
This example illustrates the West’s feeble attitude vis-à-vis the rise of Nazism.
Month after month, year after year, more and more information was received in London, Paris and Washington regarding the capabilities and intentions of the Nazi regime. The picture was becoming clear to everybody. However, “they have eyes, but cannot see; they have ears, but cannot hear.”
When you refuse to accept reality as it is, you can deny it. And this is precisely what the leaders of the West did. They dismissed the murderous Nazi rhetoric as internal German politics; they downplayed the seriousness of the danger of the military build-up of the Nazis, claiming that it was the result of the natural will of a proud nation, that it should be taken into consideration, that it should be accepted.
The reality was clear, but it was cloaked in a bubble of illusions. This bubble was burst by the stealth attack by the Nazis on Europe. And the price of the illusion and desire was very heavy because by the time the leaders of the West finally acted, their people paid a terrible price. World War II claimed the lives not of 16 million people, the unimaginable number of victims during World War I, but of 60 million, including one third of our people, who were butchered by the Nazi beast.
Citizens of Israel, my brothers and sisters,
Has the world learned from the mistakes of the past? Today, we are again facing clear facts and a tangible threat.
Iran is calling for our destruction. It is developing nuclear weapons. This is the reason it is building underground bunkers for the enrichment of uranium. This is the reason it is establishing a plutonium-producing heavy water facility. This is the reason it continues to develop inter-continental ballistic missiles that can carry nuclear warheads to threaten the entire world.
Today, just like then, there are those who dismiss Iran’s extreme rhetoric as one that serves domestic purposes. Today, just like then, there are those who view Iran’s nuclear ambitions as the result of the natural will of a proud nation – a will that should be accepted.
And just like then, those who make such claims are deluding themselves. They are making an historic mistake.
We are currently in the midst of fateful talks between Iran and the world powers. This time too, the truth is evident to all: Iran is seeking an agreement that will lift the sanctions and leave it as a nuclear threshold state, in other words, the capability to manufacture nuclear weapons within several months at most.
Iran wants a deal that will eliminate the sanctions and leave their nuclear capabilities intact. Such a deal, which will enable Iran to be a nuclear threshold state, will bring the entire world to the threshold of an abyss.
I hope that the lessons of the past will be learned and that the desire to avoid confrontation at any cost will not lead to a deal that will exact a much heavier price in the future.
I call on the leaders of the world powers to insist on a full dismantling of Iran’s capability to manufacture nuclear weapons, and to persist until this goal is achieved.
In any event, the people of Israel are strong. When faced with an existential threat, the situation of our people today is entirely different than it was during the Holocaust.
Today, we have a sovereign Jewish state. As Prime Minister of Israel, I do not hesitate to speak the truth to the world, even when faced with so many blind eyes and deaf ears. It is not only my right, it is my duty. It is a duty I am mindful of at all times, but particularly on this day, in this place.
On the eve of the Holocaust, there were Jews who avoided crying out to the world’s nations out of fear that the fight against the Nazis would become a Jewish problem. Others believed that if they kept silent, the danger would pass. The kept silent and the disaster struck. Today, we are not afraid to speak the truth to world leaders, as is written in our Bible: “I will speak of your testimonies before kings, and I will not be ashamed…listen, for I will speak noble thoughts; the opening of my lips will reveal right things.”
Unlike our situation during the Holocaust, when we were like leaves on the wind, defenseless, now we have great power to defend ourselves, and it is ready for any mission. This power rests on the courage and ingenuity of the soldiers of the IDF and our security forces. It is this power that enabled us, against all odds, to build the State of Israel.
Look at the remarkable achievements we have made in our 66 years of independence. All of us together – scientists, writers, teachers, doctors, entrepreneurs, employees, artists, farmers – the entire people of Israel, each one in their own field – together we have built a glorious state. The spirit of the people of Israel is supreme, our accomplishments tremendous. Seven decades after the destruction of the Holocaust, the State of Israel is a global wonder.
On this day, on behalf of the Jewish people, I say to all those who sought to destroy us, to all those who still seek to destroy us: you have failed and you will fail.
The State of Israel is stronger than ever. It is a state that seeks peace with all its neighbors – a state with a will of iron to ensure the future of its people.
“The people will arise like a lion cub and raise itself like a lion; it will not lie down until it consumes prey, and drinks the blood of the slain.”
Museum of the History of Polish Jews
Anne Frank – A Life In Pictures
A Holocaust Pageant that Was ‘Too Political’ for FDR
Rafael Medoff, JNS.org
March 4, 2013
Seventy years ago this week, 40,000 New Yorkers watched as Jewish activists and Hollywood celebrities joined hands to bring news of the Holocaust to the vaunted stage of Madison Square Garden. But a requested message of greeting from President Franklin D. Roosevelt never arrived, because the White House decided the mass murder of the Jews was too “political” to touch.
In January 1943, a Gallup poll asked Americans, “It is said that two million Jews have been killed in Europe since the war began. Do you think this is true or just a rumor?” Although the Allied leadership had publicly confirmed that two million Jews had been murdered, the poll found that only 47 percent believed it was true, while 29 percent dismissed it as a rumor; the remaining 24 percent had no opinion.
The failure of the news media to treat the Nazi genocide as a serious issue contributed to the public’s skepticism. To some extent, editors were following the lead of the Roosevelt administration, which, after issuing a condemnation of the mass murder, made no effort to publicize the tragedy or aid Jewish refugees.
Ben Hecht, the newspaper columnist and Academy Award-winning screenwriter, responded in the way he knew best: he picked up his pen and began to write.
With his out-sized dramatic sense in high gear, Hecht authored a full-scale pageant called “We Will Never Die.” On a stage featuring forty-foot-high tablets of the Ten Commandments, it would survey Jewish contributions to civilization throughout history, describe the Nazi slaughter of the Jews, and culminate in an emotional recitation of Kaddish, the traditional Jewish prayer for the dead, by a group of elderly rabbis.
“Will it save the four million [Jews still alive in Europe]?” Hecht wrote on the eve of the opening. “I don’t know. Maybe we can awaken some of the vacationing hearts in our government.”
Hecht was involved with a small group of Jewish activists led by Hillel Kook, a Zionist emissary from Palestine who operated under the pseudonym “Peter Bergson.” The Bergson Group booked Madison Square Garden for the evening of March 9 and set about trying to convince the established Jewish organizations to cosponsor “We Will Never Die.”
Bergson’s well-meaning attempt at Jewish unity flopped. A meeting of representatives of several dozen Jewish groups, hosted by Hecht, deteriorated into shouting matches as ideological and personal rivalries overshadowed the massacres in Europe. It was an example of what the historian Henry Feingold has described as the sad tendency of some Jewish organizations to “allow themselves the luxury of fiddling while Jews burned.”
Hecht succeeded, however, in persuading some of Hollywood’s most prominent Jews to volunteer their services. Actors Edward G. Robinson, Paul Muni, Sylvia Sydney and Stella Adler assumed the lead roles; Kurt Weill (“The Threepenny Opera”) composed an original score; Moss Hart (“You Can’t Take It With You”) agreed to serve as director, and famed impresario Billy Rose signed on as producer.
It was Rose who decided to approach President Roosevelt. Through White House adviser David Niles, Rose asked the president for a “brief message” that could be read aloud at the pageant. Nothing bold or controversial, of course, just something that would say “only that the Jews of Europe will be remembered when the time comes to make the peace.” Rose assured the White House, “There is no political color to our Memorial Service.”
But apparently even the very mention of the Jews was “political” in the eyes of official Washington. White House aides warned the president that sending the requested message would be “a mistake.” Despite Rose’s assurance, “it is a fact that such a message would raise a political question,” Henry Pringle of the Office of War Information advised.
What Pringle meant was that publicizing the slaughter could raise the “political question” of how America was going to respond to the Nazi genocide. And since President Roosevelt had decided the US was not going to take any specific steps to aid the Jews, raising that question would be embarrassing. Hence Rose was informed (by presidential secretary Stephen Early) that the “stress and pressure” of the president’s schedule made it impossible for FDR to provide the few words of comfort and consolation that the Bergson Group sought.
None of this deterred the irrepressible Ben Hecht and his comrades from making sure that the show would go on. More than 20,000 people jammed Madison Square Garden on the frigid evening of March 9. Since there were so many people gathered on the sidewalks outside who were unable to enter the packed hall, the cast decided on the spot to do a second performance immediately after the first. The second show, too, filled the Garden.
Editor and children’s book author Miriam Chaikin, who at the time was a member of the Bergson Group’s office staff, attended the first performance. “The atmosphere was electric,” she told JNS.org. “People in the audience were stunned by the pageant—and by the whole idea of Jewish issues being presented in such a place. In those days, it just wasn’t done. It really brought home the suffering of Europe’s Jews in a very powerful way, which really shook people up.”
“If there was a dry eye at Madison Square Garden Tuesday night, it wasn’t mine,” wrote reviewer Nick Kenny in the New York City daily PM. “It was the most poignant pageant we have ever witnessed. It is a story that should be made into a moving picture, just as it was presented at the Garden, and shown in every city, town and hamlet in the country.”
The Bergson Group did, in fact, take the show on the road. In the months to follow, “We Will Never Die” was performed before sell-out crowds in Chicago Stadium, the Boston Garden, Philadelphia’s Convention Hall, the Hollywood Bowl, and Washington, DC’s Constitution Hall. All together, more than 100,000 Americans attended the performances.
More than 200 members of Congress, numerous members of the international diplomatic corps (“ambassadors from everywhere,” Hecht called them), six justices of the Supreme Court, and Eleanor Roosevelt attended the Washington event. It was not the first time that the famously independent First Lady failed to toe the president’s line.
Mrs. Roosevelt was so moved by the performance that she devoted part of her next syndicated column, “My Day,” to the pageant and the plight of Europe’s Jews. For millions of American newspaper readers, it was the first time they heard about the Nazi mass murders.
Shattering the wall of silence surrounding the Holocaust was the first crucial step in the process of mobilizing the American public against the slaughter. Throughout 1943, Bergson and Hecht organized a series of public rallies, full-page newspaper ads, and Capitol Hill lobbying efforts that culminated in the introduction of a congressional resolution urging the creation of a US government agency to rescue Jewish refugees. The public controversy caused by Congressional hearings on the resolution, combined with behind-the-scenes pressure from Treasury Department officials, convinced President Roosevelt to establish that agency, the War Refugee Board, in January 1944.
The War Refugee Board’s activities, which included financing the rescue work of Raoul Wallenberg, helped save the lives of an estimated 200,000 people during the final 15 months of the war. Seventy years ago this week, “We Will Never Die” helped set in motion the process that led to the saving of those lives.
Behind its worldwide acceptance as a creative tool was a family-owned, socially oriented firm that, during the Nazi era, acted with uncommon grace, generosity and modesty. E. Leitz Inc., designer and manufacturer of Germany ‘s most famous photographic product, saved its Jews.
And Ernst Leitz II, the steely-eyed Protestant patriarch who headed the closely held firm as the Holocaust loomed across Europe , acted in such a way as to earn the title, “the photography industry’s Schindler.”
As soon as Adolf Hitler was named chancellor of Germany in 1933, Ernst Leitz II began receiving frantic calls from Jewish associates, asking for his help in getting them and their families out of the country. As Christians, Leitz and his family were immune to Nazi Germany’s Nuremberg laws, which restricted the movement of Jews and limited theirprofessional activities.
To help his Jewish workers and colleagues, Leitz quietly established what has become known among historians of the Holocaust as “the Leica Freedom Train,” a covert means of allowing Jews to leave Germany in the guise of Leitz employees being assigned overseas.
Employees, retailers, family members, even friends of family members were “assigned” to Leitz sales offices in France, Britain, Hong Kong and the United States, Leitz’s activities intensified after the Kristallnacht of November 1938, during which synagogues and Jewish shops were burned across Germany ..
Before long, German “employees” were disembarking from the ocean liner Bremen at a New York pier and making their way to the Manhattan office of Leitz Inc., where executives quickly found them jobs in the photographic industry.
Each new arrival had around his or her neck the symbol of freedom – a new Leica camera.
The refugees were paid a stipend until they could find work. Out of this migration came designers, repair technicians, salespeople, marketers and writers for the photographic press.
Keeping the story quiet The “Leica Freedom Train” was at its height in 1938 and early 1939,delivering groups of refugees to New York every few weeks. Then, with the invasion of Poland on Sept. 1, 1939, Germany closed its borders.
By that time, hundreds of endangered Jews had escaped to America, thanks to the Leitzes’ efforts. How did Ernst Leitz II and his staff get away with it?
Leitz, Inc. was an internationally recognized brand that reflected credit on the newly resurgent Reich. The company produced cameras, range-finders and other optical systems for the German military. Also, the Nazi government desperately needed hard currency from abroad, and Leitz’s single biggest market for optical goods was the United States.
Even so, members of the Leitz family and firm suffered for their good works. A top executive, Alfred Turk, was jailed for working to help Jews and freed only after the payment of a large bribe.
Leitz’s daughter, Elsie Kuhn-Leitz, was imprisoned by the Gestapo after she was caught at the border, helping Jewish women cross into Switzerland . She eventually was freed but endured rough treatment in the course of questioning. She also fell under suspicion when she attempted to improve the living conditions of 700 to 800 Ukrainian slave laborers, all of them women, who had been assigned to work in the plant during the 1940s.
(After the war, Kuhn-Leitz received numerous honors for her humanitarian efforts, among them the Officier d’honneur des Palms Academic from France in 1965 and the Aristide Briand Medal from the European Academy in the 1970s.)
Why has no one told this story until now? According to the late Norman Lipton, a freelance writer and editor, the Leitz family wanted no publicity for its heroic efforts. Only after the last member of the Leitz family was dead did the “Leica Freedom Train” finally come to light.
It is now the subject of a book, “The Greatest Invention of the Leitz Family: The Leica Freedom Train,” by Frank Dabba Smith, a California-born Rabbi currently living in England .
Thank you for reading the above, and if you feel inclined as I did to pass it along to others, please do so. It only takes a few minutes.Memories of the righteous should live on.
The US government has recovered 400 pages from the diary of Alfred Rosenberg, one of Adolf Hitler’s closest confidantes. | <urn:uuid:dcca2c88-11d3-49ac-8630-1f09a80fd4c8> | CC-MAIN-2018-09 | https://secularzionist.wordpress.com/good-bad-ugly/nazis-and-the-holocaust/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891812327.1/warc/CC-MAIN-20180219032249-20180219052249-00165.warc.gz | en | 0.969281 | 8,975 | 4.125 | 4 |
Study says brain decides how you hold your phone
UNDATED (WHDH) -- When it comes to using your cell phone - do you prefer to talk on the right or left side?
A new study suggests the brains of cell phone users show subtle differences based on which ear they typically use.
When it comes to determining how you hold your phone, researchers say it's your brain that makes the call.
"We understand now that most people who are right-handed use their right ear and most people who are left handed use their left ear and we believe it had to do with hemispheric dominance," said Dr. Michael Seidman, the author of the study.
Doctors found that more than 70-percent of people held their phone to the ear on the same side as their dominant hand.
That tended to be the case even when it made it more difficult to hold the phone and take notes.
Researchers think the preference is determined by the location of the speech and language centers in your brain.
Left-brain thinkers who tend to be more logical and analytical are more likely to hold the phone to their right ear.
While right-brain thinkers who are often more intuitive and creative tend to hold the phone to their left ear.
Researchers say, the findings may help develop less invasive tests for brain mapping and guide research into potential cancer risks.
"The other interesting question that we're now starting to look by looking at tumor registry banks is that if indeed 80 to 90 percent of the people are using their right ear for their cell phone use or other types of things up to their ear... the question becomes is this related to cancer," said Dr. Seidman.
If so, researchers would expect far more people to be diagnosed with cancer on the right side of their brain, head and neck. | <urn:uuid:c17eb506-3a72-449f-b3b1-225de1f8b0af> | CC-MAIN-2014-15 | http://www.cw56.com/features/articles/living-healthy/MI139987/ | s3://commoncrawl/crawl-data/CC-MAIN-2014-15/segments/1397609537754.12/warc/CC-MAIN-20140416005217-00107-ip-10-147-4-33.ec2.internal.warc.gz | en | 0.971022 | 372 | 2.796875 | 3 |
Managing a child’s education in child support and parenting plans is a crucial aspect of ensuring a child’s success in life. Education is an essential part of a young child’s life, and an education that is well-managed early on can benefit a child for the rest of their lives. Although divorce can be disruptive in many areas of a child’s life, it does not have to be detrimental to their education.
Parents and caregivers have a significant role to play in supporting their children’s learning in school. The first educators of their children, parents can help their children succeed by providing the necessary support and guidance. However, managing a child’s education can be challenging for divorced parents, particularly when it comes to child support and parenting plans. It is essential to have a clear understanding of the legal requirements and responsibilities of both parents to ensure that the child’s education is not negatively affected.
Managing a Child’s Education in Child Support and Parenting Plans
Understanding the Importance of Education in Child Support and Parenting Plans
When it comes to managing a child’s education in child support and parenting plans, it is crucial to understand the importance of education in a child’s life. Education is not only about academic performance, but it also plays a vital role in a child’s behavioral development, growth, and health. A child’s early childhood education sets the foundation for their future learning, and parental involvement is essential to ensure that they get the right guidance and support.
Roles and Responsibilities of Parents in Managing a Child’s Education
Parents have a significant role to play in managing their child’s education. They must work together to set goals and monitor their child’s progress. Parents should ensure that their child attends school regularly, completes their homework, and participates in learning activities. They should also observe and document their child’s behavior and development to identify any areas that need intervention.
Effective Parenting Techniques for Supporting Children’s Learning
Effective parenting techniques are crucial for supporting children’s learning. Parents should establish clear rules and routines for their child’s education, including screen time and nutrition. They should also provide guidance and support to their child during homework and other learning activities. Parents should encourage their child’s literacy and confidence by reading with them and engaging in conversations about their learning.
Obstacles and Challenges to Managing a Child’s Education in Child Support and Parenting Plans
Managing a child’s education in child support and parenting plans can be challenging, especially when parents have different circumstances. For example, preschoolers may require home instruction for parents of preschool youngsters, while older children may need more guidance in academic performance. Environmental factors, such as attendance and school events, can also affect a child’s learning. Parents should work with educators and the school team to identify any obstacles and challenges and develop strategies to overcome them.
In conclusion, managing a child’s education in child support and parenting plans requires a collaborative effort between parents, educators, and the school team. By understanding the importance of education, establishing clear roles and responsibilities, using effective parenting techniques, and addressing obstacles and challenges, parents can ensure that their child gets the best possible education. | <urn:uuid:a08079cc-0f1d-4f0e-b8d9-0ef26b99ad54> | CC-MAIN-2023-40 | https://bestforthechildren.com/managing-a-childs-education-in-child-support-and-parenting-plans-tips-and-strategies/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-40/segments/1695233511055.59/warc/CC-MAIN-20231003060619-20231003090619-00859.warc.gz | en | 0.956524 | 678 | 2.78125 | 3 |
Teasing Detailed Home Habits from Aggregate Energy Consumption Data
Machine learning techniques can be applied to sensor data collected from smart homes to reveal activity patterns of the residents, which can then be correlated with measured energy consumption. By associating activities with energy use and costs, intelligent systems can be devised to automatically control home environments so as to improve energy efficiency and cut expenses.
Although households and buildings are responsible for over 40 percent of energy usage in most countries, many people receive little or no detailed feedback about their personal energy usage. Bills traditionally provide a month's total energy and a total price to be paid, leaving homeowners to guess—after taking any changes in fuel costs into account—what might explain a higher or lower than usual bill. The typical utility bill provides no information about the relationship between a person's behavior and corresponding energy usage. Since such information could help individuals modify habits in ways that would be beneficial for both the household and community, it would be desirable to develop technologies that could extract the information from smart homes and communicate it to residents.
A smart home environment is one that acquires and applies knowledge about its residents and their physical surroundings in order to improve their experience in that setting. Such home environments, equipped with sensors for detecting motion, light level, temperature, and energy and water consumption, are ideal testbeds for investigating techniques of inducing behavior changes to reduce energy footprints.
One such technique is energy consumption analysis. The general idea is to employ data mining techniques in order to analyze electricity consumption data and to identify patterns of interest to utility companies and their customers: Sequences of usage patterns that appear frequently at different time scales (daily, weekly, monthly, yearly) and across different homes; trends of electricity consumption (steadily increasing, decreasing, cyclic, seasonal) for individual homes and across the community; and anomalies (sudden peaks or drops on consumption) for individual homes and across the community.
For example, using abnormality detection algorithms, customers can be notified that they consume an exceptionally large amount of energy during some specific period. With the help of other sensors and techniques, more detailed information can also be provided, including when customers performed certain activities, which rooms they occupied, and what appliances they used most frequently during that period. This information can be transmitted to customers in timely fashion via phone, email or the Internet.
To make informed decisions, residents need to know current energy consumption in real time and ideally would need to be alerted when appliances are being activated at unfavorable times. Without installing additional sensors, Non-intrusive Load Monitoring (NILM) techniques can be designed to detect switch events at individual appliances on a single electrical circuit and communicate those events to a home energy management system.
Several suitable Internet protocols exist, including Extensible Messaging and Presence Protocol (XMPP), which enables servers to communicate directly with smart phones, email and webpages. PlotWatt applies cloud-based load monitoring algorithms to analysis of smart meter data and tells customers how much they are spending to run each appliance, without actually monitoring the individual appliances. The web-based interface can be accessible from any web-connected computer, tablet or phone.
Other analytic techniques include energy consumption prediction and consumption visualization. With the aid of environmental sensors, machine learning algorithms can identify resident behaviors in smart homes and predict future energy usage given the time of day and day of week as well as sensor readings and identified activities. Visualization techniques give the non-technically-minded smart home resident an informative, user-friendly, and intuitive graphical interface that presents information about their energy consumption in the home.
The visualization tools should allow residents not only observe their electricity consumption in real time, but also visualize consumption patterns, trends and anomalies. These tools can be presented locally, remotely over the web or via a mobile device. Additionally, there is a place for the user interface to provide remote control features to manually interact with devices throughout the home.
Some such smart grid technologies are already widely applied in the industry. Within the field of smart grid architectures, smart home-based technologies represent a small, but growing part, helping individuals to monitor their personal power usage with the goal of making changes in their lifestyles and achieving energy efficiency. Continued research and engineering effort would provide insights into the relationship between home resident behaviors and energy consumption. Additionally, this work will generate a suite of tools that directly benefit individual people wishing to reduce their energy footprints and power utilities by providing a more efficient and adaptive smart grid. | <urn:uuid:cbde66fe-5a67-4265-a4d8-a81d5662db19> | CC-MAIN-2014-35 | http://smartgrid.ieee.org/newsletter/february-2012/507-teasing-detailed-home-habits-from-aggregate-energy-consumption-data | s3://commoncrawl/crawl-data/CC-MAIN-2014-35/segments/1409535917663.12/warc/CC-MAIN-20140901014517-00076-ip-10-180-136-8.ec2.internal.warc.gz | en | 0.934767 | 905 | 3.28125 | 3 |
In the course of putting together my summer graduate seminar on the expansion of Europe this past weekend I reacquainted myself with some digital map collections on the web. Maps provide an accessible entryway into this topic, in every era of European expansion. The shift from conceptual to more realistic cartography in the early modern era is a very evident and important trend, but early modern mapmakers retained a bit of whimsy when they produced maps in the form of plants, animals and humans in the sixteenth and seventeenth centuries.
The maps contained in German theology professor Heinrich Bunting’s Travels according to the Scriptures (1581) are very popular with my students and with the blogosphere: the known world as a clover leaf, part of Asia as the flying horse Pegasus, Europe as the classical virgin Europa. This is still very conceptual geography; the clover leaf map is merely a new version of the medieval T-O map, in which the world is inhabited by the descendants of Noah dwelling in Asia, Africa and Europe. Jerusalem is at the center of the world as it has always been. Even though it is almost a century after Columbus, Heinrich’s “world” map only references the eastern hemisphere. His Europa map was stolen from one of the most popular books of the sixteenth century: Sebastian Munster’s Cosmographia, first published in 1544 and issued in many editions by the end of the century. This is what these new, colorful, fantastical maps are all about: competition in the new age of print.
Another Europa: Sebastian Munster’s version from a 1570 edition of Cosmographia:
Another lively early modern map is the “Dutch Lion” map (Leo Belgicus, Leo Hollandicus ) issued in a succession of variations from the late sixteenth century, contemporaneously with the Dutch Revolt against Spain. The rebellious Dutch provinces are shown in the form of a lion, roaring in the face of the powerful Spanish Empire.
Anthropomorphic and zoomorphic maps continue on into the modern era; they seem to be quite popular in the nineteenth century as a forms of political commentary and expressions of public opinion. These satirical maps are especially prevalent after 1870 and the unification of Germany: French and English versions definitely contain an alarmed awareness of the potential of the new empire to dominate the Continent, as these examples( L’Europe Animale, 1882 and Angling in Dangerous Waters, 1889) from the huge collection of such maps at the University of Amsterdam illustrate:
In L’Europe Animale, Germany is a sly wolf waiting to pounce, while the Angling map personifies the nation with its militaristic ruler, Kaiser Wilhelm II, who is looking over the horizon. The great big Russian bear and Tsar Nicholas are pretty intimidating as well. The end result of all this animosity was of course World War I, and BibliOdyssey has a great post on the jingoistic satirical maps of the Great War here, including the English map “Kill that (German) Eagle” from 1914.
On the lighter side: plates from William Harvey’s Geographical Fun. Being Humourous Outlines of Various Countries, an atlas (presumably for children but quite sophisticated in its humor) first published in 1869. The entire text can be found at the Library of Congress, and it has also been republished. Here, from a very British perspective, are France and Prussia (it’s just before the unification of Germany):
Finally, I can’t resist adding an elephant to this group even though he’s not quite a map: a World Wildlife Fund advertisement by Ogilby and Mather from our own time:
May 28th, 2011 at 3:20 pm
[…] a collection of “maps in the form of plants, animals and humans” created in the sixteen and seventeenth […]
May 30th, 2011 at 12:04 am
[…] a collection of “maps in the form of plants, animals and humans” created in the sixteen and seventeenth century. I’m adding it to The Best Sites For Learning […]
June 7th, 2011 at 9:02 am
June 7th, 2011 at 9:02 am
Really great post and I haven’t seen any of these maps before. I really love the elephant WWF ad too. It would be v interesting to see what an artist would come up with for countries/politics of today.
June 7th, 2011 at 9:14 am
How wonderful. Thanks for showing us these maps. Love it.
June 7th, 2011 at 9:17 am
LOVE the Dutch lion map — only wish I had more time to really take in all the details. Such cool stuff!
Thanks for sharing,
June 7th, 2011 at 9:22 am
Really nicely done, thanks for sharing. Found on wordpress homepage!
June 7th, 2011 at 9:26 am
Very cool selection thanks for sharing. Glad you included the elephant and congrats on being Freshly Pressed.
June 7th, 2011 at 9:27 am
Those maps are fascinating, thanks for posting them!
June 7th, 2011 at 9:35 am
What a fascinating blog – I just love the pictures… I have a few photos I would love to send you of a map in the Vatican that I took last month whilst in Italy. I just love maps and the perspective they give future generations. Thank you
June 7th, 2011 at 10:20 am
Are really nice. I haven’t seen these maps before. I love the colorful of the maps. I love it specially the first three maps.
June 7th, 2011 at 10:26 am
100% awesome! I’m a big fan of maps, typography and design, these hit on all those which means I’m in love with them all! Great post.
June 7th, 2011 at 10:26 am
Very interesting. http://cmiraeng.wordpress.com
June 7th, 2011 at 11:04 am
Fantastic post, and those maps are amazing – I knew that this sort of thing existed, but not to that sort of extent. Really interesting stuff, thank you.
June 7th, 2011 at 11:05 am
Great! I love this collection. And, thanks for the short, but important, lesson in geography and cartography! 🙂
June 7th, 2011 at 11:08 am
These are really Fantastic!
June 7th, 2011 at 11:12 am
As my old theology prof. used to say: show me the maps on your wall, and I’ll know all about you.
Love the collection!
June 7th, 2011 at 11:14 am
These are great! I love the elephant map the best. By the way, I saw your post on Freshly Pressed.
June 7th, 2011 at 11:19 am
Beautiful maps, but I wouldn’t want to try to navigate with them!
June 7th, 2011 at 11:26 am
Wow. These maps are amazing. I think it might be harder to read than a normal map though.
June 7th, 2011 at 11:27 am
Hahahaha! Those were spectacular! Talk about bizarre.
June 7th, 2011 at 11:27 am
The elephant is the best…very cool
June 7th, 2011 at 11:36 am
These are great! Thank you for sharing.
June 7th, 2011 at 11:57 am
Beautiful Maps! Thanks so much for sharing! 🙂
June 7th, 2011 at 1:10 pm
June 7th, 2011 at 1:53 pm
These maps are beautiful, it’s amazing to see how people saw the world so long ago and what was important at those times!
June 7th, 2011 at 2:14 pm
What a great inspiring way to teach maps and geography, and make them easy to remember. The true map should be placed alongside each one.
June 7th, 2011 at 2:56 pm
This is a beautiful collection of maps.
Using maps for interior decorating has become even more popular during the past several years.
Such maps are timeless, elegant and will blend in with any decorating style, no matter if contemporary or classic.
June 7th, 2011 at 2:59 pm
Wow is that first one a map, or flower. As an artist, I just love all of these but as a geographer, I can’t help but to be a bit mortified by the accuracy.
June 7th, 2011 at 3:16 pm
i love maps…have a few framed in my home. but nothing like these…they’re amazing! thanks for sharing. i’ll have to look into getting some more cool prints.
June 7th, 2011 at 3:53 pm
[…] Seger has a lovely blog Streets of Salem. She has recently collected a nice gathering of maps represented via living creat…. Kicks […]
June 7th, 2011 at 4:14 pm
Facinating! Obviously back in the day impressions were more important than accuracy…..lol.
June 7th, 2011 at 4:30 pm
[…] detta underbara blogginlägg på nätet med helt fantastiska bilde på gamla kartor! Klart värt ett […]
June 7th, 2011 at 4:54 pm
June 7th, 2011 at 5:00 pm
What a wonderful post. I never would have imagined that such things existed, even though in some cases they aren’t too far off from modern-day political cartooning.
June 7th, 2011 at 5:16 pm
June 7th, 2011 at 5:46 pm
Very good research.
June 7th, 2011 at 6:38 pm
The maps are incredibly beautiful. So much thought and time required to produce these beautiful works of art. I find that I’m more and more drawn to ancient ways of thinking and acting. The slower pace required to achieve many things in our ancient cultures, is somehow enticing to some of us, in our society today.
June 7th, 2011 at 7:36 pm
Thank you so much for sharing these with us. They are so fascinating and cool! I love how the depicition of what was occurring historically is “mapped” out artistically.
June 7th, 2011 at 7:43 pm
I love maps and these are heck of some coolest map collections I’ve seen…ever. THANKS for sharing 😀
June 7th, 2011 at 7:45 pm
What a wonderful collection of maps to look at and to savor!! Thanks for pulling them all together for us to enjoy.
And congratulations on being Freshly Pressed.
June 7th, 2011 at 8:02 pm
NIce research, the maps are gorgeous.
June 7th, 2011 at 9:10 pm
I’ve never seen anything like this. Thanks for posting.
June 7th, 2011 at 9:52 pm
Wow, these are fantastic and beautiful! I have some prints of old maps in my room but none quite as fascinating as some of these. It’s amazing to see how people used to view the world and their place in it. Thanks for sharing!
June 7th, 2011 at 10:34 pm
[…] can’t tell that, can you? But, at the same time, I begin to look at the massive list of things that interest me! In an earlier day, we would say that the list is as long as my arm…but likely, given our […]
June 7th, 2011 at 10:55 pm
Fascinating and cool. Always been a huge fan of old maps, and although I probably don’t know my way around them like you do, I’m captivated by them as snapshots of our collective image of the world around us, and ourselves.
June 7th, 2011 at 11:56 pm
those are the coolest maps ive ever seen
June 8th, 2011 at 12:23 am
very cool would make some nice T’s
June 8th, 2011 at 1:38 am
Very cool. Thanks for sharing.
Congrats on being Freshly Mapped….oops, I mean Freshly pressed.
June 8th, 2011 at 1:53 am
Thank you for collecting these very interesting old maps- the one from L’Europe Animale is an epic story in itself 🙂 it’s so interesting how they’d built in their self-image projections into the map.
June 8th, 2011 at 2:47 am
WOW, what a wonderful post.
I think that secretly most men love the complexity of maps. (Like tools and stationary, we just can’t resist. 🙂 )
June 9th, 2011 at 3:32 pm
TOTALLY agree with you!
June 8th, 2011 at 4:09 am
June 8th, 2011 at 5:18 am
How stunning – illustrated maps bring places alive in our imagination far more than our boring modern day atlas versions!
June 8th, 2011 at 5:44 am
amazing maps! thanks
June 8th, 2011 at 7:42 am
Super like!!! Nice maps.. loved them esp. the elephant one!
June 8th, 2011 at 8:05 am
I love maps, I have a collection. Yours are very cool!
June 8th, 2011 at 9:20 am
Hello I found this post so good that I reblogged it – as my blog has only my family and friend visitors it probably won’t matter. I just have to tel it here.
Great comments too.
June 8th, 2011 at 11:15 pm
These are fantastic! What a unique post.. it’s nice to see art made out of everyday things. 🙂
June 9th, 2011 at 9:20 am
Funny maps, anyway! I do really, really, really, really give two thumbs up for this post. Awesome.
June 10th, 2011 at 12:23 am
Loving everything about the zoomorphic map,
June 10th, 2011 at 6:32 am
A great post, love the pics of the maps
June 10th, 2011 at 12:16 pm
[…] All of which leads me to believe that, if your map’s going to be inaccurate, make it really inaccurate, like the beautiful examples shown over at the streetsofsalem blog. […]
June 12th, 2011 at 2:28 pm
[…] In the course of putting together my summer graduate seminar on the expansion of Europe this past weekend I reacquainted myself with some digital map collections on the web. Maps provide an accessible entryway into this topic, in every era of European expansion. The shift from conceptual to more realistic cartography in the early modern era is a very evident and important trend, but early modern mapmakers retained a bit of whimsy when they pro … Read More […]
June 13th, 2011 at 3:33 pm
hi-ya, I like all your posts, keep them coming.
June 20th, 2011 at 11:36 am
I like your page and your entries!! look forward reading more from you!! Cheers!!!
April 11th, 2013 at 3:21 am
A reblogué ceci sur difference propre and commented:
Pour faire écho à un précèdent article sur une carte de The economist, je reblogge un article de 2011,
Les cartes s’animent ?
Le propos de l’auteur, Donna Seger est une femme et un historien est de présenter une série de cartes « modernes », depuis la renaissance mettons, mais dont l’idéologie, la géographie mentale, reste prépondérante. Elle parle de carte conceptuelle.
Le blog et l’article valent la peine d’y jeter un coup d’oeil. C’est à la fois drole et instructif.
Add your thoughts here… (optional)
April 11th, 2013 at 3:39 am
translation (a try) : maps come alive ? the purpose of the author, Donna SEGER is a woman and an historian is to present a sequence of modern maps, say after the Renaissance, wich ideology, mental geography, is the main matter. She speaks of conceptual map.
Blog and article are quite awesome. It is fun and didactical all-in-one.
(craps I forgot to cancel at first)
April 11th, 2013 at 3:42 am
I add that the reblog was just a convenient way to speak about you blog, and we would not mind if you do not validate this as comment. 🙂
April 11th, 2013 at 7:41 pm
Thanks so much.
April 12th, 2013 at 6:43 am
You are welcome. Thank you to edit a so wonderful blog.
June 20th, 2013 at 10:33 am
Wow, awesome blog layout! How long have you been blogging for? you make blogging look easy. The overall look of your website is great, as well as the content!. Thanks For Your article about Maps Come Alive | streetsofsalem .
June 3rd, 2014 at 5:10 pm
I am extremely impdessed with your writing skills and also with the layout on your blog.
Is this a paid theme or diid you customize it yourself?
Anyway keep up the nice quality writing, it is rare tto see a nice blog like this one today.
June 6th, 2014 at 11:53 am
Marvellous maps ¡
May 28th, 2018 at 7:42 pm
Very cools stuff! | <urn:uuid:e281d7b8-eaba-4e3c-97e8-b8260d3a32e2> | CC-MAIN-2023-14 | https://streetsofsalem.com/2011/05/24/maps-come-alive/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-14/segments/1679296948817.15/warc/CC-MAIN-20230328073515-20230328103515-00092.warc.gz | en | 0.92362 | 3,908 | 3.109375 | 3 |
the Night Vale Harbor and Waterfront Recreation Area never really existed, and was in no way a multimillion-dollar failure of municipal planning.
Night Vale often uses negation as an implicature, similarly to use by government agencies of the Glomar response: “We can neither confirm nor deny the existence of the faceless old woman who lives in your home.” Listen to Radiolab‘s podcast episode on a Cold War use of the Glomar response here.
Older than you think—Not! Adding “not” at the very end of a sentence as a form of negation is not a new construction. An early OED citation is from George Eliot’s The Mill on the Floss (1860), in which she writes:
She would make a sweet, strange, troublesome, adorable wife to some man or other, but he would never have chosen her himself. Did she feel as he did? He hoped she did—not.
(More words and usages that are older than you think at this listicle at the Guardian UK.)
h/t Lexica @Metafilter | <urn:uuid:b4e176c6-cb7e-4686-a562-2349e154217a> | CC-MAIN-2020-24 | https://foxediting.com/2014/07/08/negation-as-implicature/?like_comment=29 | s3://commoncrawl/crawl-data/CC-MAIN-2020-24/segments/1590348523564.99/warc/CC-MAIN-20200607044626-20200607074626-00383.warc.gz | en | 0.963325 | 237 | 2.6875 | 3 |
Year C: September 8, 2013
First Reading: Jeremiah 18:1-11
Dave the Potter: Artist, Poet, Slave by Laban Carrick Hill
(Written for ages 5-9)
Comment: “Come, go down to the potter’s house, and there I will let you hear my words.” Reading a story such, such as Dave the Potter, can prepare your community to hear this passage in the context of a potter’s work. Through this story we learn that being a potter requires skill, strength, and a vision of what lumps of mud can become. In making us, God is like the potter. Sometimes the potter spots a flaw that could make the pot useless or even endanger its existence in the kiln. Through Jeremiah, God is warning the people that they too may require reshaping and repentance. As God’s creation, how do we rise, like the clay in Dave’s hands, to become the pots God envisions us to be?
Second Reading: Philemon 1-21
School Lunch by True Kelley
(Written for ages 5-9)
Comment: “I am appealing to you…” writes Paul, as he seeks reconciliation and a change in relationship between Philemon and Onesimus. Paul writes persuasively, appealing to Philemon as a brother in Christ. His desire is that Philemon will voluntarily welcome Onesimus back into his home, no longer as a slave, but as a brother in Christ. In School Lunch, the children and principal of Lincoln school appeal to their lunch lady, Harriet, through persuasive letters with the hope that she will return from vacation. They finally succeed when they suggest her absence is causing poor health, as that is an important priority to Harriet. Although we don’t know what became of Philemon and Onesimus, this text and story invite us to wonder together whether Paul’s letter would have successfully persuaded Philemon.
Gospel Reading: Luke 14: 25-33
Tiptoe Joe by Ginger Foglesong Gibson
(Written for ages 3-7)
Comment: In this passage we hear that following Jesus requires sacrifice. To be his disciple could mean giving up comfort, possessions, even family. He encourages those who wish to follow him to consider the cost of discipleship. Young children can connect with this passage by thinking about the difficulty that sometimes comes with following the instructions of a parent, teacher, or leader. Tiptoe Joe calls animals in the forest to follow him. Each animal makes a very specific sound, to which Joe responds with a, “Shhhh….tiptoe.” Even these animals have to make some type of change to be a follower as they alter the way they move. Like the animals working to become quiet, discipleship is a process of work and practice. Some days it is easier to follow than others; Christian discipleship life is a life-long process of putting one foot in front of the other as we seek to follow Jesus.
The Lectionary Links this week were written by regular contributor Noell Rathbun-Cook. | <urn:uuid:6cb02922-f4bf-49da-b7ee-6d42f398cdac> | CC-MAIN-2018-09 | https://storypath.upsem.edu/lectionary-links-sunday-september-8-2013/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-09/segments/1518891817523.0/warc/CC-MAIN-20180225225657-20180226005657-00781.warc.gz | en | 0.96311 | 655 | 2.828125 | 3 |
Persian literature (Persian: ادبیات فارسی, Adabiyât-i fârsi) comprises oral compositions and written texts in the Persian language and it is one of the world's oldest literatures. It spans over two-and-a-half millennia. Its sources have been within Greater Iran including present-day Iran, Iraq, Afghanistan, the Caucasus, and Turkey, regions of Central Asia (such as Tajikistan) and South Asia where the Persian language has historically been either the native or official language. For instance, Rumi, one of best-loved Persian poets born in Balkh (in what is now the modern-day Afghanistan) or Vakhsh (in what is now the modern-day Tajikistan), wrote in Persian and lived in Konya, then the capital of the Seljuks in Anatolia. The Ghaznavids conquered large territories in Central and South Asia and adopted Persian as their court language. There is thus Persian literature from Iran, Mesopotamia, Azerbaijan, the wider Caucasus, Turkey, western parts of Pakistan, India, Tajikistan and other parts of Central Asia. Not all Persian literature is written in Persian, as some consider works written by ethnic Persians in other languages, such as Greek and Arabic, to be included. At the same time, not all literature written in Persian is written by ethnic Persians or Iranians, as Turkic, Caucasian, and Indic poets and writers have also used the Persian language in the environment of Persianate cultures.
Described as one of the great literatures of humanity, including Goethe's assessment of it as one of the four main bodies of world literature, Persian literature has its roots in surviving works of Middle Persian and Old Persian, the latter of which date back as far as 522 BCE, the date of the earliest surviving Achaemenid inscription, the Behistun Inscription. The bulk of surviving Persian literature, however, comes from the times following the Arab conquest of Persia c. 650 CE. After the Abbasids came to power (750 CE), the Iranians became the scribes and bureaucrats of the Arab empire and, increasingly, also its writers and poets. The New Persian language literature arose and flourished in Khorasan and Transoxiana because of political reasons, early Iranian dynasties such as the Tahirids and Samanids being based in Khorasan.
Very few literary works of Achaemenid Iran have survived, due partly to the destruction of the library at Persepolis. Most of what remains consists of the royal inscriptions of Achaemenid kings, particularly Darius I (522–486 BC) and his son Xerxes. Many Zoroastrian writings were destroyed in the Islamic conquest of Iran in the 7th century. The Parsis who fled to India, however, took with them some of the books of the Zoroastrian canon, including some of the Avesta and ancient commentaries (Zend) thereof. Some works of Sassanid geography and travel also survived, albeit in Arabic translations.
No single text devoted to literary criticism has survived from Pre-Islamic Iran. However, some essays in Pahlavi, such as "Ayin-e name nebeshtan" (Principles of Writing Book) and "Bab-e edteda’I-ye" (Kalileh o Demneh), have been considered as literary criticism (Zarrinkoub, 1959).
Some researchers have quoted the Sho'ubiyye as asserting that the Pre-Islamic Iranians had books on eloquence, such as 'Karvand'. No trace remains of such books. There are some indications that some among the Persian elite were familiar with Greek rhetoric and literary criticism (Zarrinkoub, 1947).
While initially overshadowed by Arabic during the Umayyad and early Abbasid caliphates, New Persian soon became a literary language again of the Central Asian and West Asian lands. The rebirth of the language in its new form is often accredited to Ferdowsi, Unsuri, Daqiqi, Rudaki, and their generation, as they used Pre-Islamic nationalism as a conduit to revive the language and customs of ancient Iran.
So strong is the Persian inclination to versifying everyday expressions that one can encounter poetry in almost every classical work, whether from Persian literature, science, or metaphysics. In short, the ability to write in verse form was a pre-requisite for any scholar. For example, almost half of Avicenna's medical writings are in verse.
Works of the early era of Persian poetry are characterized by strong court patronage, an extravagance of panegyrics, and what is known as سبک فاخر "exalted in style". The tradition of royal patronage began perhaps under the Sassanid era and carried over through the Abbasid and Samanid courts into every major Iranian dynasty. The Qasida was perhaps the most famous form of panegyric used, though quatrains such as those in Omar Khayyam's Ruba'iyyat are also widely popular.
Khorasani style, whose followers mostly were associated with Greater Khorasan, is characterized by its supercilious diction, dignified tone, and relatively literate language. The chief representatives of this lyricism are Asjadi, Farrukhi Sistani, Unsuri, and Manuchehri. Panegyric masters such as Rudaki were known for their love of nature, their verse abounding with evocative descriptions.
Through these courts and system of patronage emerged the epic style of poetry, with Ferdowsi's Shahnama at the apex. By glorifying the Iranian historical past in heroic and elevated verses, he and other notables such as Daqiqi and Asadi Tusi presented the "Ajam" with a source of pride and inspiration that has helped preserve a sense of identity for the Iranian People over the ages. Ferdowsi set a model to be followed by a host of other poets later on.
The 13th century marks the ascendancy of lyric poetry with the consequent development of the ghazal into a major verse form, as well as the rise of mystical and Sufi poetry. This style is often called Araqi (Iraqi) style, (western provinces of Iran were known as The Persian Iraq (Araq-e-Ajam) and is known by its emotional lyric qualities, rich meters, and the relative simplicity of its language. Emotional romantic poetry was not something new however, as works such as Vis o Ramin by As'ad Gorgani, and Yusof o Zoleikha by Am'aq Bokharai exemplify. Poets such as Sana'i and Attar (who ostensibly have inspired Rumi), Khaqani Shirvani, Anvari, and Nizami, were highly respected ghazal writers. However, the elite of this school are Rumi, Sadi, and Hafiz Shirazi.
Regarding the tradition of Persian love poetry during the Safavid era, Persian historian Ehsan Yarshater notes, "As a rule, the beloved is not a woman, but a young man. In the early centuries of Islam, the raids into Central Asia produced many young slaves. Slaves were also bought or received as gifts. They were made to serve as pages at court or in the households of the affluent, or as soldiers and bodyguards. Young men, slaves or not, also, served wine at banquets and receptions, and the more gifted among them could play music and maintain a cultivated conversation. It was love toward young pages, soldiers, or novices in trades and professions which was the subject of lyrical introductions to panegyrics from the beginning of Persian poetry, and of the ghazal. " During the same Safavid era, many subjects of the Iranian Safavids were patrons of Persian poetry, such as Teimuraz I of Kakheti.
In the didactic genre one can mention Sanai's Hadiqat-ul-Haqiqah (Garden of Truth) as well as Nizami's Makhzan-ul-Asrār (Treasury of Secrets). Some of Attar's works also belong to this genre as do the major works of Rumi, although some tend to classify these in the lyrical type due to their mystical and emotional qualities. In addition, some tend to group Naser Khosrow's works in this style as well; however true gems of this genre are two books by Sadi, a heavyweight of Persian literature, the Bustan and the Gulistan.
After the 15th century, the Indian style of Persian poetry (sometimes also called Isfahani or Safavi styles) took over. This style has its roots in the Timurid era and produced the likes of Amir Khosrow Dehlavi, and Bhai Nand Lal Goya.
The most significant prose writings of this era are Nizami Arudhi Samarqandi's "Chahār Maqāleh" as well as Zahiriddin Nasr Muhammad Aufi's anecdote compendium Jawami ul-Hikayat. Shams al-Mo'ali Abol-hasan Ghaboos ibn Wushmgir's famous work, the Qabus nama (A Mirror for Princes), is a highly esteemed Belles-lettres work of Persian literature. Also highly regarded is Siyasatnama, by Nizam al-Mulk, a famous Persian vizier. Kelileh va Demneh, translated from Indian folk tales, can also be mentioned in this category. It is seen as a collection of adages in Persian literary studies and thus does not convey folkloric notions.
Among the major historical and biographical works in classical Persian, one can mention Abolfazl Beyhaghi's famous Tarikh-i Beyhaqi, Lubab ul-Albab of Zahiriddin Nasr Muhammad Aufi (which has been regarded as a reliable chronological source by many experts), as well as Ata-Malik Juvayni's famous Tarikh-i Jahangushay-i Juvaini (which spans the Mongolid and Ilkhanid era of Iran). Attar's Tazkerat-ol-Owliya ("Biographies of the Saints") is also a detailed account of Sufi mystics, which is referenced by many subsequent authors and considered a significant work in mystical hagiography.
The oldest surviving work of Persian literary criticism after the Islamic conquest of Persia is Muqaddame-ye Shahname-ye Abu Mansuri, which was written during the Samanid period. The work deals with the myths and legends of Shahnameh and is considered the oldest surviving example of Persian prose. It also shows an attempt by the authors to evaluate literary works critically.
One Thousand and One Nights (Persian: هزار و یک شب) is a medieval folk tale collection which tells the story of Scheherazade (Persian: شهرزاد Šahrzād), a Sassanid queen who must relate a series of stories to her malevolent husband, King Shahryar (Persian: شهریار Šahryār), to delay her execution. The stories are told over a period of one thousand and one nights, and every night she ends the story with a suspenseful situation, forcing the King to keep her alive for another day. The individual stories were created over several centuries, by many people from a number of different lands.
During the reign of the Abbasid Caliph Harun al-Rashid in the 8th century, Baghdad had become an important cosmopolitan city. Merchants from Persia, China, India, Africa, and Europe were all found in Baghdad. During this time, many of the stories that were originally folk stories are thought to have been collected orally over many years and later compiled into a single book. The compiler and 9th-century translator into Arabic is reputedly the storyteller Abu Abd-Allah Muhammad el-Gahshigar. The frame story of Shahrzad seems to have been added in the 14th century.
The biggest Persian dictionary is Dehkhoda Dictionary (16 volumes) by Ali-Akbar Dehkhoda. It is the largest comprehensive Persian dictionary ever published, comprising 16 volumes (more than 27000 pages). It is published by the Tehran University Press (UTP) under the supervision of the Dehkhoda Dictionary Institute. It traces the historical development of the Persian language, providing a comprehensive resource to scholars and academic researchers, as well as describing usage in its many variations throughout the world. He names 200 Persian lexicographical works in his dictionary, the earliest, Farhang-i Oim (فرهنگ اویم) and Farhang-i Menakhtay (فرهنگ مناختای), from the late Sassanid era.
Also highly regarded in the contemporary Persian literature lexical corpus are the works of Dr. Mohammad Moin. The first volume of Moin Dictionary was published in 1963.
In 1645, Christian Ravius completed a Persian-Latin dictionary, printed at Leiden. This was followed by J. Richardson's two-volume Oxford edition (1777) and Gladwin-Malda's (1770) Persian-English Dictionaries, Scharif and S. Peters' Persian-Russian Dictionary (1869), and 30 other Persian lexicographical translations through the 1950s.
Currently English-Persian dictionaries of Manouchehr Aryanpour and Soleiman Haim are widely used in Iran.
|* Thousands of friends are far too few, one enemy is too many. *|
هزاران دوست کماند و یک دشمن زیاد
Hezārān dust kam-and, o [va] yek doshman ziād.
|* The wise enemy is better than the ignorant friend. *|
دشمن دانا بهتر از دوست نادان است
Doshman-e dānā behtar az dust-e nādān ast.
|* The wise enemy lifts you up, the ignorant friend casts you down. *|
دشمن دانا بلندت میکند. بر زمینت میزند نادان ِ دوست
Doshman-e dānā bolandat mikonad. Bar zaminat mizanad nādān-e dust.
William Shakespeare referred to Iran as the "land of the Sophy". Some of Persia's best-beloved medieval poets were Sufis, and their poetry was, and is, widely read by Sufis from Morocco to Indonesia. Rumi (Maulānā ), in particular is renowned both as a poet and as the founder of a widespread Sufi order. The themes and styles of this devotional poetry have been widely imitated by many Sufi poets. See also the article on Sufi poetry.
Starting from the early 16th century, Persian traditions had a large impact on Georgian ruling elites, which in turn resulted in Persian influence on Georgian art, architecture and literature. This cultural influence lasted until the arrival of the Russians.
The names of many Šāh-nāma heroes, such as Rostom-i, Thehmine, Sam-i, or Zaal-i, are found in 11th- and 12th-century Georgian literature. They are indirect evidence for an Old Georgian translation of the Šāh-nāma that is no longer extant. ...
The Šāh-nāma was translated, not only to satisfy the literary and aesthetic needs of readers and listeners, but also to inspire the young with the spirit of heroism and Georgian patriotism. Georgian ideology, customs, and worldview often informed these translations because they were oriented toward Georgian poetic culture. Conversely, Georgians consider these translations works of their native literature. Georgian versions of the Šāh-nāma are quite popular, and the stories of Rostam and Sohrāb, or Bījan and Maniža became part of Georgian folklore.
Farmanfarmaian in the Journal of Persianate Studies:
Distinguished scholars of Persian such as Gvakharia and Todua are well aware that the inspiration derived from the Persian classics of the ninth to the twelfth centuries produced a ‘cultural synthesis’ which saw, in the earliest stages of written secular literature in Georgia, the resumption of literary contacts with Iran, “much stronger than before” (Gvakharia, 2001, p. 481). Ferdowsi’s Shahnama was a never-ending source of inspiration, not only for high literature, but for folklore as well. “Almost every page of Georgian literary works and chronicles [...] contains names of Iranian heroes borrowed from the Shahnama” (ibid). Ferdowsi, together with Nezāmi, may have left the most enduring imprint on Georgian literature (...)
Despite that Asia Minor (or Anatolia) had been ruled various times prior to the Middle Ages by various Persian-speaking dynasties originating in Iran, the language lost its traditional foothold there with the demise of the Sassanian Empire. Centuries later however, the practise and usage in the region would be strongly revived. A branch of the Seljuks, the Sultanate of Rum, took Persian language, art and letters to Anatolia. They adopted Persian language as the official language of the empire. The Ottomans, which can "roughly" be seen as their eventual successors, took this tradition over. Persian was the official court language of the empire, and for some time, the official language of the empire. The educated and noble class of the Ottoman Empire all spoke Persian, such as sultan Selim I, despite being Safavid Iran's archrival and a staunch opposer of Shia Islam. It was a major literary language in the empire. Some of the noted earlier Persian literature works during the Ottoman rule are Idris Bidlisi's Hasht Bihisht, which begun in 1502 and covered the reign of the first eight Ottoman rulers, and the Salim-Namah, a glorification of Selim I. After a period of several centuries, Ottoman Turkish (which was highly Persianised itself) had developed towards a fully accepted language of literature, which was even able to satisfy the demands of a scientific presentation. However, the number of Persian and Arabic loanwords contained in those works increased at times up to 88%. The Ottomans produced thousands of Persian literary works throughout their century long lifespan.
With the emergence of the Ghaznavids and their successors such as the Ghurids, Timurids and Mughal Empire, Persian culture and its literature gradually moved into South Asia too. In general, from its earliest days, Persian literature and language was imported into the subcontinent by culturally Persianised Turkic and Afghan dynasties. Persian became the language of the nobility, literary circles, and the royal Mughal courts for hundreds of years. In the early 19th century, Hindustani replaced it.
Under the Moghul Empire of India during the 16th century, the official language of India became Persian. Only in 1832 did the British army force the South Asia to begin conducting business in English. (Clawson, p. 6) Persian poetry in fact flourished in these regions while post-Safavid Iranian literature stagnated. Dehkhoda and other scholars of the 20th century, for example, largely based their works on the detailed lexicography produced in India, using compilations such as Ghazi khan Badr Muhammad Dehlavi's Adat al-Fudhala (اداة الفضلا), Ibrahim Ghavamuddin Farughi's Farhang-i Ibrahimi (فرهنگ ابراهیمی), and particularly Muhammad Padshah's Farhang-i Anandraj (فرهنگ آناندراج).
Persian literature was little known in the West before the 18-19th century. It became much better known following the publication of several translations from the works of late medieval Persian poets, and it inspired works by various Western poets and writers.
Perhaps the most popular Persian poet of the 19th and early 20th centuries was Omar Khayyam (1048–1123), whose Rubaiyat was freely translated by Edward Fitzgerald in 1859. Khayyam is esteemed more as a scientist than a poet in his native Persia, but in Fitzgerald's rendering, he became one of the most quoted poets in English. Khayyam's line, "A loaf of bread, a jug of wine, and thou", is known to many who could not say who wrote it, or where:
گر دست دهد ز مغز گندم نانی
وز می دو منی ز گوسفندی رانی
وانگه من و تو نشسته در ویرانی
عیشی بود آن نه حد هر سلطانی
gar dast dehad ze mağz-e gandom nâni
vaz mey do mani ze gusfandi râni
vânge man o tow nešaste dar virâni
'eyši bud ân na hadd-e har soltâni
Ah, would there were a loaf of bread as fare,
A joint of lamb, a jug of vintage rare,
And you and I in wilderness encamped—
No Sultan's pleasure could with ours compare.
The Persian poet and mystic Rumi (1207–1273) (known as Molana in Iran, Afghanistan and Tajikistan; and as Mevlana in Turkey), has attracted a large following in the late 20th and early 21st centuries. Popularizing translations by Coleman Barks have presented Rumi as a New Age sage. There are also a number of more literary translations by scholars such as A. J. Arberry.
The classical poets (Hafiz, Sa'di, Khayyam, Rumi, Nizami and Ferdowsi) are now widely known in English and can be read in various translations. Other works of Persian literature are untranslated and little known.
During the last century, numerous works of classical Persian literature have been translated into Swedish by baron Eric Hermelin. He translated works by, among others, Farid al-Din Attar, Rumi, Ferdowsi, Omar Khayyam, Sa'adi and Sana'i. Influenced by the writings of the Swedish mystic Emanuel Swedenborg, he was especially attracted to the religious or Sufi aspects of classical Persian poetry. His translations have had a great impact on numerous modern Swedish writers, among them Karl Wennberg, Willy Kyrklund and Gunnar Ekelöf. More recently classical authors such as Hafez, Rumi, Araqi and Nizami Aruzi has been rendered into Swedish by the iranist Ashk Dahlén, who has published several essays on the development of Persian literature. Excerpts from Ferdousi's Shahnama has also been translated into Swedish prose by Namdar Nasser and Anja Malmberg.
During the last century, numerous works of classical Persian literature have been translated into Italian by Alessandro Bausani (Nizami, Rumi, Iqbal, Khayyam), Carlo Saccone ('Attar, Sana'i, Hafiz, Nasir-i Khusraw, Nizami, Ahmad Ghazali, Ansari of Herat), Angelo Piemontese (Amir Khusraw Dihlavi), Pio Filippani-Ronconi (Nasir-i Khusraw, Sa'di), Riccardo Zipoli (Kay Ka'us, Bidil), Maurizio Pistoso (Nizam al-Mulk), Giorgio Vercellin (Nizami 'Aruzi), Giovanni Maria D'Erme ('Ubayd Zakani, Hafiz), Sergio Foti (Suhrawardi, Rumi, Jami), Rita Bargigli (Sa'di, Farrukhi, Manuchehri, 'Unsuri), Nahid Norozi (Sohrab Sepehri, Khwaju of Kerman, Ahmad Shamlu), Faezeh Mardani (Forugh Farrokhzad, Abbas Kiarostami). A complete translation of Firdawsi's Shah-nama was made by Italo Pizzi in the 19th century.
In the 19th century, Persian literature experienced dramatic change and entered a new era. The beginning of this change was exemplified by an incident in the mid-19th century at the court of Nasereddin Shah, when the reform-minded prime minister, Amir Kabir, chastised the poet Habibollah Qa'ani for "lying" in a panegyric qasida written in Kabir's honor. Kabir saw poetry in general and the type of poetry that had developed during the Qajar period as detrimental to "progress" and "modernization" in Iranian society, which he believed was in dire need of change. Such concerns were also expressed by others such as Fath-'Ali Akhundzadeh, Mirza Aqa Khan Kermani, and Mirza Malkom Khan. Khan also addressed a need for a change in Persian poetry in literary terms as well, always linking it to social concerns.
The new Persian literary movement cannot be understood without an understanding of the intellectual movements among Iranian philosophical circles. Given the social and political climate of Persia (Iran) in the late 19th and early 20th centuries, which led to the Persian Constitutional Revolution of 1906–1911, the idea that change in poetry was necessary became widespread. Many argued that Persian poetry should reflect the realities of a country in transition. This idea was propagated by notable literary figures such as Ali-Akbar Dehkhoda and Abolqasem Aref, who challenged the traditional system of Persian poetry in terms of introducing new content and experimentation with rhetoric, lexico-semantics, and structure. Dehkhoda, for instance, used a lesser-known traditional form, the mosammat, to elegize the execution of a revolutionary journalist. 'Aref employed the ghazal, "the most central genre within the lyrical tradition" (p. 88), to write his "Payam-e Azadi" (Message of Freedom).
Some researchers argue that the notion of "sociopolitical ramifications of esthaetic changes" led to the idea of poets "as social leaders trying the limits and possibilities of social change".
An important movement in modern Persian literature centered on the question of modernization and Westernization and whether these terms are synonymous when describing the evolution of Iranian society. It can be argued that almost all advocates of modernism in Persian literature, from Akhundzadeh, Kermani, and Malkom Khan to Dehkhoda, Aref, Bahar, and Taqi Rafat, were inspired by developments and changes that had occurred in Western, particularly European, literatures. Such inspirations did not mean blindly copying Western models but, rather, adapting aspects of Western literature and changing them to fit the needs of Iranian culture.
Following the pioneering works of Ahmad Kasravi, Sadeq Hedayat, Moshfeq Kazemi and many others, the Iranian wave of comparative literature and literary criticism reached a symbolic crest with the emergence of Abdolhossein Zarrinkoub, Shahrokh Meskoob, Houshang Golshiri and Ebrahim Golestan.
Persian literature in Afghanistan has also experienced a dramatic change during the last century. At the beginning of the 20th century, Afghanistan was confronted with economic and social change, which sparked a new approach to literature. In 1911, Mahmud Tarzi, who came back to Afghanistan after years of exile in Turkey and was influential in government circles, started a fortnightly publication named Saraj’ul Akhbar. Saraj was not the first such publication in the country, but in the field of journalism and literature it launched a new period of change and modernization. Saraj not only played an important role in journalism, it also gave new life to literature as a whole and opened the way for poetry to explore new avenues of expression through which personal thoughts took on a more social colour.
In 1930 (1309 AH), after months of cultural stagnation, a group of writers founded the Herat Literary Circle. A year later, another group calling itself the Kabul Literary Circle was founded in the capital. Both groups published regular magazines dedicated to culture and Persian literature. Both, especially the Kabul publication, had little success in becoming venues for modern Persian poetry and writing. In time, the Kabul publication turned into a stronghold for traditional writers and poets, and modernism in Dari literature was pushed to the fringes of social and cultural life.
Three of the most prominent classical poets in Afghanistan at the time were Qari Abdullah, Abdul Haq Betab and Khalil Ullah Khalili. The first two received the honorary title Malek ul Shoara (King of Poets). Khalili, the third and youngest, was drawn toward the Khorasan style of poetry instead of the usual Hendi style. He was also interested in modern poetry and wrote a few poems in a more modern style with new aspects of thought and meaning. In 1318 (AH), after two poems by Nima Youshij titled "Gharab" and "Ghoghnus" were published, Khalili wrote a poem under the name "Sorude Kuhestan" or "The Song of the Mountain" in the same rhyming pattern as Nima and sent it to the Kabul Literary Circle. The traditionalists in Kabul refused to publish it because it was not written in the traditional rhyme. They criticized Khalili for modernizing his style.
Very gradually new styles found their way into literature and literary circles despite the efforts of traditionalists. The first book of new poems was published in the year 1957 (1336 AH), and in 1962 (1341 AH), a collection of modern Persian (Dari) poetry was published in Kabul. The first group to write poems in the new style consisted of Mahmud Farani, Baregh Shafi’i, Solayman Layeq, Sohail, Ayeneh and a few others. Later, Vasef Bakhtari, Asadullah Habib and Latif Nazemi, and others joined the group. Each had his own share in modernizing Persian poetry in Afghanistan. Other notable figures include Leila Sarahat Roshani, Sayed Elan Bahar and Parwin Pazwak. Poets like Mayakovsky, Yase Nien and Lahouti (an Iranian poet living in exile in Russia) exerted a special influence on the Persian poets in Afghanistan. The influence of Iranians (e.g. Farrokhi Yazdi and Ahmad Shamlou) on the newly established Afghan prose and poetry, especially in the second half of the 20th century, must also be taken into consideration.
Prominent writers from Afghanistan like Asef Soltanzadeh, Reza Ebrahimi, Ameneh Mohammadi, and Abbas Jafari grew up in Iran and were influenced by Iranian writers and teachers.
The new poetry in Tajikistan is mostly concerned with the way of life of people and is revolutionary. From the 1950s until the advent of new poetry in France, Asia and Latin America, the impact of the modernization drive was strong. In the 1960s, modern Iranian poetry and that of Mohammad Iqbal Lahouri made a profound impression in Tajik poetry. This period is probably the richest and most prolific period for the development of themes and forms in Persian poetry in Tajikistan. Some Tajik poets were mere imitators, and one can easily see the traits of foreign poets in their work. Only two or three poets were able to digest the foreign poetry and compose original poetry. In Tajikistan, the format and pictorial aspects of short stories and novels were taken from Russian and other European literature. Some of Tajikistan's prominent names in Persian literature are Golrokhsar Safi Eva, Mo'men Ghena'at, Farzaneh Khojandi and Layeq Shir-Ali.
Among the best-known playwrights are:
Well-known novelists include:
Prominent 20th century critics include:
Saeed Nafisi analyzed and edited several critical works. He is well known for his works on Rudaki and Sufi literature. Parviz Natel-Khanlari and Gholamhossein Yousefi, who belong to Nafisi's generation, were also involved in modern literature and critical writings. Natel-Khanlari is distinguished by the simplicity of his style. He did not follow the traditionalists, nor did he advocate the new. Instead, his approach accommodated the entire spectrum of creativity and expression in Persian literature. Another critic, Ahmad Kasravi, an experienced authority on literature, attacked the writers and poets whose works served despotism.
Contemporary Persian literary criticism reached its maturity after Sadeq Hedayat, Ebrahim Golestan, Houshang Golshiri, Abdolhossein Zarrinkoub and Shahrokh Meskoob. Among these figures, Zarrinkoub held academic positions and had a reputation not only among the intelligentsia but also in academia. Besides his significant contribution to the maturity of Persian language and literature, Zarrinkoub boosted comparative literature and Persian literary criticism. Zarrinkoub's Serr e Ney is a critical and comparative analysis of Rumi's Masnavi. In turn, Shahrokh Meskoob worked on Ferdowsi’s Shahnameh, using the principles of modern literary criticism.
Mohammad Taghi Bahar's main contribution to this field is his book called Sabk Shenasi (Stylistics). It is a pioneering work on the practice of Persian literary historiography and the emergence and development of Persian literature as a distinct institution in the early part of the 20th century. It contends that the exemplary status of Sabk-shinasi rests on the recognition of its disciplinary or institutional achievements. It further contends that, rather than a text on Persian ‘stylistics’, Sabk-shinasi is a vast history of Persian literary prose, and, as such, is a significant intervention in Persian literary historiography.
Critical analysis of Jami's works has been carried out by Ala Khan Afsahzad. His classic book won the prestigious award of Iran's Year Best book in the year 2000.
Historically, the modern Persian short story has undergone three stages of development: a formative period, a period of consolidation and growth, and a period of diversity.
In this period, the influence of the western literature on the Iranian writers and authors is obvious. The new and modern approaches to writing is introduced and several genres have developed specially in the field of short story. The most popular trends are toward post-modern methods and speculative fiction.
Notable Persian poets, modern and classical, include Mehdi Akhavan-Sales, Simin Behbahani, Forough Farrokhzad, Mohammad Zohari, Bijan Jalali, Mina Assadi, Siavash Kasraie, Fereydoon Moshiri, Nader Naderpour, Sohrab Sepehri, Mohammad-Reza Shafiei-Kadkani, Ahmad Shamlou, Nima Yushij, Houshang Ebtehaj, Mirzadeh Eshghi (classical), Mohammad Taghi Bahar (classical), Aref Ghazvini (classical), Parvin Etesami (classical), and Shahriar (classical).
A few notable classical poets have arisen since the 19th century, among whom Mohammad Taghi Bahar and Parvin Etesami have been most celebrated. Mohammad Taghi Bahar had the title "king of poets" and had a significant role in the emergence and development of Persian literature as a distinct institution in the early part of the 20th century. The theme of his poems was the social and political situation of Iran.
Parvin Etesami may be called the greatest Persian woman poet writing in the classical style. One of her remarkable series, called Mast va Hoshyar (The Drunk and the Sober), won admiration from many of those involved in romantic poetry.
Nima Yushij is considered the father of modern Persian poetry, introducing many techniques and forms to differentiate the modern from the old. Nevertheless, the credit for popularizing this new literary form within a country and culture solidly based on a thousand years of classical poetry goes to his few disciples such as Ahmad Shamlou, who adopted Nima's methods and tried new techniques of modern poetry.
The transformation brought about by Nima Youshij, who freed Persian poetry from the fetters of prosodic measures, was a turning point in a long literary tradition. It broadened the perception and thinking of the poets that came after him. Nima offered a different understanding of the principles of classical poetry. His artistry was not confined to removing the need for a fixed-length hemistich and dispensing with the tradition of rhyming but focused on a broader structure and function based on a contemporary understanding of human and social existence. His aim in renovating poetry was to commit it to a "natural identity" and to achieve a modern discipline in the mind and linguistic performance of the poet.
Nima held that the formal technique dominating classical poetry interfered with its vitality, vigor and progress. Although he accepted some of its aesthetic properties and extended them in his poetry, he never ceased to widen his poetic experience by emphasizing the "natural order" of this art. What Nima Youshij founded in contemporary poetry, his successor Ahmad Shamlou continued.
The Sepid poem (which translates to white poem), which draws its sources from this poet, avoided the compulsory rules which had entered the Nimai’ school of poetry and adopted a freer structure. This allowed a more direct relationship between the poet and his or her emotional roots. In previous poetry, the qualities of the poet’s vision as well as the span of the subject could only be expressed in general terms and were subsumed by the formal limitations imposed on poetic expression.
Nima’s poetry transgressed these limitations. It relied on the natural function inherent within poetry itself to portray the poet’s solidarity with life and the wide world surrounding him or her in specific and unambiguous details and scenes. Sepid poetry continues the poetic vision as Nima expressed it and avoids the contrived rules imposed on its creation. However, its most distinct difference with Nimai’ poetry is to move away from the rhythms it employed. Nima Youshij paid attention to an overall harmonious rhyming and created many experimental examples to achieve this end.
Ahmad Shamlu discovered the inner characteristics of poetry and its manifestation in the literary creations of classical masters as well as the Nimai’ experience. He offered an individual approach. By distancing himself from the obligations imposed by older poetry and some of the limitations that had entered the Nimai’ poem, he recognized the role of prose and music hidden in the language. In the structure of Sepid poetry, in contrast to the prosodic and Nimai’ rules, the poem is written in more "natural" words and incorporates a prose-like process without losing its poetic distinction. Sepid poetry is a developing branch of Nimai’ poetry built upon Nima Youshij's innovations. Nima thought that any change in the construction and the tools of a poet’s expression is conditional on his/her knowledge of the world and a revolutionized outlook. Sepid poetry could not take root outside this teaching and its application.
According to Simin Behbahani, Sepid poetry did not receive general acceptance before Bijan Jalali's works. He is considered the founder of Sepid poetry according to Behbahani. Behbahani herself used the "Char Pareh" style of Nima, and subsequently turned to ghazal, a free-flowing poetry style similar to the Western sonnet. Simin Behbahani contributed to a historic development in the form of the ghazal, as she added theatrical subjects, and daily events and conversations into her poetry. She has expanded the range of traditional Persian verse forms and produced some of the most significant works of Persian literature in the 20th century.
A reluctant follower of Nima Yushij, Mehdi Akhavan-Sales published his Organ (1951) to support contentions against Nima Yushij's groundbreaking endeavors. In Persian poetry, Mehdi Akhavan Sales has established a bridge between the Khorassani and Nima Schools. The critics consider Mehdi Akhavan Sales as one of the best contemporary Persian poets. He is one of the pioneers of free verse (new style poetry) in Persian literature, particularly of modern style epics. It was his ambition, for a long time, to introduce a fresh style to Persian poetry.
Forough Farrokhzad is important in the literary history of Iran for three reasons. First, she was among the first generation to embrace the new style of poetry, pioneered by Nima Yushij during the 1920s, which demanded that poets experiment with rhyme, imagery, and the individual voice. Second, she was the first modern Iranian woman to graphically articulate private sexual landscapes from a woman's perspective. Finally, she transcended her own literary role and experimented with acting, painting, and documentary film-making.
Fereydoon Moshiri is best known as conciliator of classical Persian poetry with the New Poetry initiated by Nima Yooshij. One of the major contributions of Moshiri's poetry, according to some observers, is the broadening of the social and geographical scope of modern Persian literature.
A poet of the last generation before the Islamic Revolution worthy of mention is Mohammad-Reza Shafiei-Kadkani (M. Sereshk). Though he is from Khorassan and sways between allegiance to Nima Youshij and Akhavan Saless, in his poetry he shows the influences of Hafiz and Mowlavi. He uses simple, lyrical language and is mostly inspired by the political atmosphere. He is the most successful of those poets who in the past four decades have tried hard to find a synthesis between the two models of Ahmad Shamloo and Nima Youshij.
In the twenty-first century, a new generation of Iranian poets continues to work in the New Poetry style and now attracts an international audience thanks to efforts to translate their works. Éditions Bruno Doucey published a selection of forty-eight poems by Garus Abdolmalekian entitled Our Fists under the Table (2012), translated into French by Farideh Rava. Other notable names are poet and publisher Babak Abazari (1984–2015), who died under mysterious circumstances in January 2015, and emerging young poet Milad Khanmirzaei.
(...) Iranian power and cultural influence dominated eastern Georgia until the coming of the Russians
His name is given as Jamāl-al-Din Moḥammad Sidi (or Sayyedi) in the early sources. He lived from 963 AH-999 AH; c. 1556-1590 CE; known by his pen-name Urfi, or Orfi or Urfi Shirazi (Persian: عرفی شیرازی), was a 16th-century Persian poet.He was born in Shiraz and in his youth, he migrated to India and became one of the poets of the court of Akbar the Great. He is one of the most prominent Persian poets of Indian style.Abdul Ali Mustaghni
Abdul Ali Mustaghni (1875-1933) was an Afghan poet. He is one of the most influential poets in modern Persian literature. He was named as the "founder of Pashto modern literature of the country" by President Hamid Karzai.Banu Goshasp
Banu Goshasp (Persian: بانو گشسپ) or Goshasp Banu is an important heroine in Iranian mythology. She is the daughter of Rustam and the wife of the hero Giv. She is mentioned in several Persian epics including the Banu Goshasp Nama.Book of Arda Viraf
The Book of Ardā Wīrāz (Middle Persian Ardā Wīrāz nāmag, ardaː wiːraːz naːmag, sometimes called the "Arda Wiraf") is a Zoroastrian religious text of the Sasanian era written in Middle Persian. It contains about 8,800 words. It describes the dream-journey of a devout Zoroastrian (the Wīrāz of the story) through the next world. The text assumed its definitive form in the 9th-10th centuries after a long series of emendations.Borzu Nama
The Borzu Nama (pronounced as Borzū-Nāma or Borzū-Nāme) (Persian: برزونامه) is a Persian epic poem of about 65,000 couplets recounting the exploits and adventures of the legendary hero Borzu, son of Sohrab and grandson of Rostam.Bundahishn
Bundahishn /bʊndaˈhɪʃn/ Avestan: 𐬠𐬎𐬥 𐬛𐬀𐬵𐬌𐬱𐬥𐬍𐬵 Bun-dahišnīh , meaning "Primal Creation", is the name traditionally given to an encyclopediaic collection of Zoroastrian cosmogony and cosmology written in Book Pahlavi. The original name of the work is not known.
Although the Bundahishn draws on the Avesta and develops ideas alluded to in those texts, it is not itself scripture. The content reflects Zoroastrian scripture, which, in turn, reflects both ancient Zoroastrian and pre-Zoroastrian beliefs. In some cases, the text alludes to contingencies of post-7th century Islam in Iran, and in yet other cases, such as the idea that the Moon is farther than the stars, it reiterates scripture even though science had, by then, determined otherwise.Dana-i Menog Khrat
The Dana-i Menog-i khrat, (Persian:دانای مینوی خرد) or 'opinions of the spirit of wisdom', a Middle Persian book which was written about 8th century.
It comprises the replies of that spirit to sixty-two inquiries, or groups of inquiries, made by a certain wise man regarding various subjects connected with the Zoroastrian religion. This treatise contains about 11,000 words, and was long known, like the Shikand-gumanic Vichar (53), only through its Pazand version, prepared by a Persian zoroastrian writer, Neryosang in middle age.
This book is translated to English by West in 1871. followed by a translation of the Pahlavi text in 1885.Fereydun
Fereydun (Persian: فریدون - Feraydūn or Farīdūn; Middle Persian: Frēdōn; Avestan: Θraētaona), also pronounced and spelled Freydun, Faridon and Afridun, is the name of an Iranian mythical king and hero from the kingdom of Varena. He is known as an emblem of victory, justice, and generosity in Persian literature.Indo-Persian culture
Indo-Persian culture refers to those Persian aspects that have been integrated into or absorbed into the cultures of the Indian subcontinent.
Persian influence was first introduced to the Indian subcontinent by Muslim rulers of Turkic and Afghan origin, especially with the Delhi Sultanate from the 13th century, and in the 16th to 19th century by the Mughal Empire. In general, from its earliest days, aspects of the culture and language were brought to the Indian subcontinent by various Persianized Central Asian Turkic and Afghan rulers, such as Sultan Mahmud Ghaznavi in the 11th century.
Persian was the official language of the Delhi Sultanate, the Bengal Sultanate, the Bahamani Sultanate, the Mughal Empire, and their successor states, as well as the cultured language of poetry and literature. Many of the Sultans and nobility in the Sultanate period were Persianised Turks from Central Asia who spoke Turkic languages as their mother tongues. The Mughals were also culturally Persianized Central Asians (of Turco-Mongol origin on their paternal side), but spoke Chagatai Turkic as their first language at the beginning, before eventually adopting Persian. Persian became the preferred language of the Muslim elite of north India. Muzaffar Alam, a noted scholar of Mughal and Indo-Persian history, suggests that Persian became the official lingua franca of the empire under Akbar for various political and social factors due to its non-sectarian and fluid nature. The influence of these languages led to a vernacular called Hindustani that is the ancestor of today's Urdu and Hindi.Iranian studies
Iranian studies (Persian: ايرانشناسی Īrānšenāsī), also referred to as Iranology and Iranistics, is an interdisciplinary field dealing with the study of the history, literature, art and culture of Iranian peoples. It is a part of the wider field of Oriental studies.
Iranian studies is broader than and distinct from Persian studies, which is the study of the modern Persian language and literature specifically. The discipline of Iranian Studies focuses on broad trends in culture, history, language and other aspects of not only Persians, but also a variety of other contemporary and historical Iranian peoples, such as Azeris, Kurds, Lurs, Gilakis, Talysh, Tajiks, Pashtuns, Ossetians, Baluchis, Scythians, Sarmatians, Alans, Parthians, Sogdians, Bactrians, Khwarazmians Mazandaranis, etc.List of Iranian writers
Following is a list of Iranian writers (in alphabetical order) who are notable for their work.List of Persian poets and authors
The list is not comprehensive, but is continuously being expanded and includes Persian writers and poets from Iran, Afghanistan,Tajikistan, Uzbekistan, and Turkmenistan. This list is alphabetized by chronological order. Although a few authors in this list do not have their ethnic origin, nevertheless they have enriched Persian culture and civilization by their remarkable contributions to the rich Persian literature. The modern Persian speaker comprehends the literature of the earliest Persian poets including founder of the Persian poetry and literature Rudaki (approximately 1150 years ago) all the way down to the works of modern Persian poets. Some names that lived during the turn of a century appear twice.Middle Persian literature
Middle Persian literature is the corpus of written works composed in Middle Persian, that is, the Middle Iranian dialect of Persia proper, the region in the south-western corner of the Iranian plateau. Middle Persian was the prestige dialect during the era of Sassanid dynasty.
The rulers of the Sassanid Empire (224–654 CE) were natives of that south-western region, and through their political and cultural influence, Middle Persian became a prestige dialect and thus also came to be used by non-Persian Iranians. Following the Arab conquest of the Sassanian Empire in the 7th century, shortly after which Middle Persian began to evolve into New Persian, Middle Persian continued to be used by the Zoroastrian priesthood for religious and secular compositions. These compositions, in the Aramaic-derived Book Pahlavi script, are traditionally known as "Pahlavi literature". The earliest texts in Zoroastrian Middle Persian were probably written down in late Sassanid times (6th–7th centuries), although they represent the codification of earlier oral tradition. However, most texts, including the zand commentaries and translations of the Zoroastrian canon, date from the 9th to the 11th century, when Middle Persian had long ceased to be a spoken language, so they reflect the state of affairs in living Middle Persian only indirectly. The surviving manuscripts are usually 14th-century copies.Other, less abundantly attested varieties of Middle Persian literature include the 'Manichaean Middle Persian' corpus, used for a sizable amount of Manichaean religious writings, including many theological texts, homilies and hymns (3rd–9th, possibly 13th century). Even less-well attested are the Middle Persian compositions of Nestorian Christians, evidenced in the Pahlavi Psalter (7th century); these were used until the beginning of the second millennium in many places in Central Asia, including Turfan (in present-day China) and even localities in Southern India.Mohammad Moin
Mohammad Moin (Persian: Mohamad Moin, also his surname could be transliterated as Mo'in) (July 12, 1914, Rasht, Iran – July 4, 1971, Tehran, Iran) was a prominent Iranian scholar of Persian literature and Iranian Studies.
Mohamad Moin studied at the Higher Institute of Science in Tehran and obtained his BA in literature and philosophy in 1934. He subsequently went to Belgium and graduated in applied psychology, anthropology and cognitive science under Elmer Knowles. On returning to Iran he carried out his doctoral research under Ebrahim Pourdavoud at the University of Tehran, culminating in a thesis with the title "Mazdayasna and its Influence on Persian Literature" for which he received a PhD with honours in Persian literature and linguistics. He is the first doctoral graduate in Persian literature from the University of Tehran.
He was later appointed full professor at University of Tehran, from which position he was subsequently promoted as Distinguished Professor to the Chair of Literary Criticism and Research in Literary Texts at the same university. He is best known for his famous Mo'in Dictionary as well as his contributions to The Dehkhoda Dictionary, a work he did in collaboration with Ali-Akbar Dehkhoda himself.
Mo'in was President of the literature commission of the International Congress of Iranian Studies and Director of the Dehkhoda Dictionary Institute.
Mohammad Mo'in died in 1971 in Tehran. He is buried in Astaneh Ashrafiyeh, Gilan, Iran. His burial chamber was vandalized in 1981 by vigilantes, thought to be due to Mo'in's ties to the political elite of the Pahlavi Era.Nozhat al-Majales
Noz'hat al-Majāles (Persian: نزهة المجالس "Joy of the Gatherings/Assemblies") is an anthology which contains around 4,100 Persian quatrains by some 300 poets of the 5th to 7th centuries AH (11th to 13th centuries AD). The anthology was compiled around the middle of the 7th century AH (13th century) by the Persian poet Jamal al-Din Khalil Shirvani. Jamal al-Din Khalil Shirvani (Persian: جمال خلیل شروانی) compiled his anthology in the name of 'Ala al-Din Shirvanshah Fariborz III (r. 1225-51), son of Goshtasp. The book was dedicated to Fariboz III.Poetry of Afghanistan
Poetry of the modern-day region called Afghanistan has ancient roots, which is mostly written in Dari (Persian) and Pashto. Afghan poetry relates to the culture of Afghanistan.Qaani
Mirza Habibollah Shirazi, known as Qaani (Persian: قاآنی), is one of the most famous poets of the Qajar era. He was born in 1808 in Shiraz, where he attended elementary school. At an early age, Qaani went to Mashhad for further study. He wrote a poem to praise Fath Ali Shah Qajar during the former's visit to Tehran, and called him "Mojtahed of the Poets".
Qaani studied Arab and Persian literature and had great interest in hekmat. He was familiar with French and English, and was knowledgeable in mathematics and rhetoric. In logic he was considered a master.
Qaani's poetry collection consisted of over twenty thousand verses. He wrote a book, Parishaan, in the style of Golestan. Qaani died in Tehran in 1270 AH, and was buried in the shrine of His Highness Abdol Azim. He died in 1854 in Rey.Rudaba
Rūdāba or Roodabeh (Persian: رودابه) is a Persian mythological female figure in Ferdowsi's epic Shahnameh. She is the princess of Kabul, daughter of Mehrab Kaboli and Sindukht, and later she becomes married to Zal, as they become lovers. They had two children, including Rostam, the main hero of the Shahnameh.
Contemporary Persian and Classical Persian are the same language, but writers since 1900 are classified as contemporary. At one time, Persian was a common cultural language of much of the non-Arabic Islamic world. Today it is the official language of Iran, Tajikistan and one of the two official languages of Afghanistan. | <urn:uuid:9683ba1f-72bc-48e9-a597-2f8f7056e74d> | CC-MAIN-2019-22 | https://howlingpixel.com/i-en/Persian_literature | s3://commoncrawl/crawl-data/CC-MAIN-2019-22/segments/1558232256571.66/warc/CC-MAIN-20190521202736-20190521224736-00534.warc.gz | en | 0.958195 | 12,453 | 3.75 | 4 |
The fragments of one of the world’s oldest manuscripts of the Quran has been found at the University of Birmingham (see “A Find in Britain: Quran Fragments Perhaps as Old as Islam,” New York Times, 7/22/2015).
The significance of these fragments was unrecognized for many years. The fragments were stored in the university’s library for about a century. Their importance became apparent after Alba Fedeli, a researcher at the University of Birmingham studying for her Ph.D., noticed the particular calligraphy on the fragments.
The university sent a small piece of the manuscript, written on sheep or goat skin, to Oxford University for radiocarbon dating. The manuscript is assessed over 1,300 years old, which would place its writing within a few years of the founding of Islam.
The manuscript is part of a collection of some 3,000 documents from the Middle East collected in the 1920s by Alphonse Mingana, a theologian and historian who was born in what is now Iraq. His document-gathering expeditions to the Middle East were funded by Edward Cadbury, a member of the famous Quaker chocolate-making family.
Grandson of the Quaker founder of the company, Edward Cadbury (1873-1948) joined the family business of Cadbury Brothers in 1893, becoming a managing director in 1899 and chairman in 1937, retiring in 1943. He was chairman of the Daily News newspaper in Britain from 1911 to 1930.
Cadbury was one of the founders of Selly Oak College, which merged into the University of Birmingham. He founded the Edward Cadbury Charitable Trust in 1945 to further his interest in education, religion and social welfare, together with the Quaker values of simplicity, equality, justice, peace and care of the environment.
In 1913, Alphonse Mingana came to England at the invitation of Woodbrooke Quaker Study Centre in Birmingham. In 1924, Mingana made the first of three trips to the Middle East to collect ancient Syriac and Arabic manuscripts. The expedition was sponsored by John Rylands Library at the University of Birmingham and Edward Cadbury. These manuscripts formed the basis of the Mingana Collection.Mingana added to the collection with manuscripts acquired on two further trips to the Middle East in 1925 and 1929, both trips were financed solely by Edward Cadbury. In 1932, Mingana moved back to Birmingham to focus on cataloging the collection. | <urn:uuid:00be9855-b475-4c80-bf88-0a34e6b79afe> | CC-MAIN-2019-13 | https://universalistfriends.org/weblog/the-quaker-quran-connection | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912202781.33/warc/CC-MAIN-20190323080959-20190323102959-00090.warc.gz | en | 0.965488 | 500 | 2.953125 | 3 |
Colorado State Seal
The design and use of the Colorado State Seal is regulated by state law.
The seal of the state shall be such size as specified by the secretary of state by rule adopted in accordance with article 4 of this title, with the following device inscribed thereon:
A heraldic shield bearing in chief, or upon the upper portion of the same, upon a red ground three snow-capped mountains; above surrounding clouds;
upon the lower part thereof upon a golden ground a miner’s badge, as prescribed by the rules of heraldry;
as a crest above the shield, the eye of God, being golden rays proceeding from the lines of a triangle;
below the crest and above the shield, as a scroll, the Roman fasces bearing upon a band of red, white, and blue the words, “Union and Constitution“;
below the whole the motto, “Nil Sine Numine“;
the whole to be surrounded by the words, “State of Colorado“, and the figures “1876“.
CRS 24-80-903, Secretary of State alone can affix – custodian
The secretary of state is alone authorized to use or affix the seal of this state to any document whatever, and he only in pursuance of law. The secretary is made the custodian of the seal of the state and responsible for its safekeeping.
The Latin motto “Nil Sine Numine” means “nothing without the Deity“.
The Roman fasces, is a bundle of birch or elm rods with a battle axe bound together by red thongs and the words, “Union and Constitution” bearing on a band of red, white and blue. The Roman fasces is the insignia of a republican form of government. The bundle of rods bound together symbolizes strength, which is lacking in the single rod. The axe symbolizes authority and leadership.
The Colorado State Seal was approved in 1877 and was adapted from the seal of Colorado Territory, adopted in 1861.
Colorado notaries are appointed by the Secretary of State but are not authorized to use the Colorado State Seal on a notary stamp. In some states, the state seal is included on the notary stamp. | <urn:uuid:7ec969da-0ab4-4473-8618-ea425c0f0d5f> | CC-MAIN-2020-05 | https://abclegaldocs.com/blog-Colorado-Notary/colorado-state-seal/ | s3://commoncrawl/crawl-data/CC-MAIN-2020-05/segments/1579250628549.43/warc/CC-MAIN-20200125011232-20200125040232-00473.warc.gz | en | 0.939545 | 478 | 3.109375 | 3 |
Today, many people that white meat is healthier than red meat. But is this really true?
Let’s first understand the terms red and white meat. One of the major differences between the two comes from the amount of myoglobin in the meat. Myoglobin is a red pigment (similar to haemoglobin) that is found in muscle that carries oxygen. The more myoglobin in meat, the more red it is. The animals that use their muscle more tend to have more myoglobin.
So meat that is red includes beef, goat meat, mutton (sheep meat), wild game meat and even pork. Yes, pork is red meat at least even according to the world health organization. And white meat is food like fish, chicken and other poultry animals.
So why have we been made to believe that red meat is worse than white?
First is that myoglobin in meat has been linked to some forms of cancer. The more the myoglobin the more the risk. And red meat has more myoglobin than white.
Second is saturated fat. It was thought that saturated fat in meat caused heart disease and because red meat has more than white, red meat was deemed to be bad for health.
What does this all mean?
While it is true that myoglobin can increase cancer risk, saturated fat and heart disease is more complex than just fat. And saturated fat alone is not the cause of heart disease and some types of saturated fat are not bad for health. Saturated fat is therefore not a reason to demonise meat but the more myoglobin seems to be a risk. White meat on the other hand has less myoglobin and is higher in healthier omega-3 fats and so is thought to be better on that front. So, on this basis, white meat has an upper hand to red meat.
But is red vs white the only important thing about meat?
Not really. When we eat meat, everything in the meat that enters our body can have an impact on our health. And the quality of the meat also matters. And today we know that the way animals are reared is very important and may be more important than simply if the meat is red or white. Take poultry farming for example. In the past most chicken were reared naturally, they foraged for their own food and moved freely. Today many chicken are reared in crowded cages. These environments are often unhygienic. The animals are often modified breeds that have poor immunities and are often so sickly that they require lots of antibiotics. And in addition they are fed lots of foods that are often high in growth hormones and other chemicals/pesticides in the feeds. Some people have even claimed they are fed ARVs (anti-retroviral drugs) to fatten them. This is a reality. So when you eat this chicken although it is white meat, it cannot be good for your body. All the hormones, toxins, antibiotics render this meat unhealthy. On the other hand someone may eat red meat from a goat that has been reared naturally in the wild and has fed on natural vegetation and never been exposed to harmful chemicals. This meat is definitely much better in my opinion than a commercially reared broiler chicken that lived all its life in unhealthy conditions.
The debate should no longer be is meat simply red or white. We need to look at the whole picture. It may actually now be better to first consider the way the animal is reared than to go into whether it is white or red.
This means we need to start thinking critically about where we get our meat. Buying at the butcher may no longer be enough. Look out for local farmers you know, keep some animals for your consumption or buy meat when you travel upcountry where it is likely to be better.
But whatever the case, one of the most important messages is that we do not need a lot of animal foods in our diet. We should limit them to no more than thrice a week for all animal products combined (including eggs, dairy and any animal food). It is now known that if you eat a lot of animal food, whether it is red or white your risk for problems including cancer and heart disease will go up.
What are our summary and take home messages about this?
Although white meat may be a better choice for you than red meat, it is not whether meat is red or white that matters alone. The way the animal is reared or raised in equally and often more important.
Always select meat from animals that are raised naturally and organically over whether they are red or white. But selecting organically and naturally reared white meat such as local chicken and fresh water fish from unpolluted sources (not from caged and commercial ponds) is probably your best choice and then occasionally naturally reared red meat. You would rather eat any natural and organic meat over white meat if not raised naturally and organically
Always remember to keep your animal consumption to small quantities. If you do keep it low, once in a while it is ok to choose red meat over white. And when you do choose red meat, enjoy it and don’t feel guilty. Feelings of guilt could do more harm to you than the occasional bite of red meat
Wishing you health, wealth and happiness
Dr. Paul Kasenene | <urn:uuid:0128c15e-72fa-4912-8c15-39d3f37c67a5> | CC-MAIN-2023-50 | https://www.drkasenene.com/post/2019/02/25/is-white-meat-really-healthier-than-red-meat | s3://commoncrawl/crawl-data/CC-MAIN-2023-50/segments/1700679100603.33/warc/CC-MAIN-20231206194439-20231206224439-00463.warc.gz | en | 0.970626 | 1,086 | 3.328125 | 3 |
Microsoft PowerPoint provides numerous options for adding audio to a presentation. Music, sounds and audio effects can be imported into PowerPoint and adjusted to fit the timing of a presentation. Audio narrations also can be recorded and timed to meet user specifications. This article provides detailed instructions for adding audio clips and recording a narration in PowerPoint.
Import an Audio File in PowerPoint
1Import an audio file saved to the computer. Open the presentation and select a slide to add an audio file. Click the Insert tab on the menu bar and click the Audio File button in the far right corner of the menu bar. Select the Audio From File option from the pull-down menu. Locate the audio file you wish to add to the presentation and double-click to insert it into the current slide. The audio file has been inserted into the presentation.
2Format the audio file for playback. Click the Playback tab in the Audio Tools menu to open the Playback menu. Under Audio Options, click the Start menu and select the On Click, Automatic or Play Across Slides options as desired. Apply a fade effect, adjust the volume levels, trim the audio clip or adjust other settings as needed in the Playback menu. The audio file has been formatted.
3Import a ClipArt audio file. Click the Insert tab on the menu bar and click the Audio File button in the far right corner of the menu bar. Select the Clip Art audio option from the pull-down menu. The Clip Art audio task pane will open. Enter a name for the type of audio clip desired, such as clapping or a telephone ring, into the search field at the top of the task bar. Select a clip from the options available and double click the icon to insert the file into the presentation. A Clip Art audio file had been inserted.
Record a Narration for a PowerPoint Presentation
1Prepare to record the narration. Open the presentation and Click the Slide Show tab on the menu bar. Click the Record Slide Show button and select Start Recording From Beginning from the pull-down menu. The Record Slide Show dialog box will open. Place a check in the Narrations And Laser Pointer check box and click Start Recording. The Slide Show preview window will open.
2Record the narration. Click the right-pointing arrow in the left corner of the preview window to begin the narration. Pause the narration at any time by clicking the pause button on the Recording shortcut menu, located in the upper-left corner of the screen.
3Complete the narration. Click the right-pointing arrow again to advance to the next slide and continue the narration. Once the narration for the final slide is complete, click the right-pointing arrow or right-click the slide and click End Show. Click Yes when prompted to keep the current slide show timings. The narration is complete.
How can I go back in and use the fade in/out feature?wikiHow ContributorGo to PowerPoint online. Go to "animations," then to whatever slide you are using. Add the feature.
Things You'll Need
- System-compatible microphone | <urn:uuid:899476ec-e720-4bca-9b21-fb15b616cc92> | CC-MAIN-2017-09 | http://www.wikihow.com/Add-Audio-to-Powerpoint-2010 | s3://commoncrawl/crawl-data/CC-MAIN-2017-09/segments/1487501171251.27/warc/CC-MAIN-20170219104611-00572-ip-10-171-10-108.ec2.internal.warc.gz | en | 0.803584 | 631 | 2.953125 | 3 |
Stone, Roger C. and Meinke, Holger (2007) Contingency planning for drought - a case study in coping with agrometeorological risks and uncertainties. In: Managing weather and climate risks in agriculture. Springer-Verlag, Heidelberg, Germany, pp. 415-433. ISBN 978-3-540-72744-6
Continency planning provides an important component in improving measures to reduce the impacts of climate variability on crop production and other agricultural production systems. In particular, ways must be found to avoid, reduce r cope with climatic risk. In some of the drought-prone areas around the world, contingency planning is used by governments as an effective strategy to cope with risks.
The aim of this paper is to provide examples of recent case studies and approaches to contingency planning with a particular emphasis on drought contingency plannning as a means of furthering its use in government and agricultural industry world-wide.
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|Archive Repository Staff Only| | <urn:uuid:2686b9d5-1d9e-4949-bd17-6b905db6e4f9> | CC-MAIN-2016-18 | http://eprints.usq.edu.au/3514/ | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860113010.58/warc/CC-MAIN-20160428161513-00148-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.863862 | 216 | 2.578125 | 3 |
Leveraging machine learning for the efficient high-volume production of carbon-fiber reinforced lightweight plastic components.
KUKA is engaged in a joint research project aimed at developing mass production for composite materials. The goal is to develop manufacturing processes for the mass production of composite parts for use in the automotive and aircraft construction industries. Machine learning methods, intelligent tools, KUKA robots and KUKA Cloud solutions are to be deployed to achieve efficient and resource-conserving production with short cycle times that can also be transferred to other manufacturing processes.
The three-year CosiMo research project, funded by the Bavarian government, began in June 2018 and brings together KUKA, Faurecia, Premium Aerotec, Augsburg University, the German Aerospace Center and eight other partners. Part of the project focuses on research into new technologies for fully automated manufacturing processes for fiber-reinforced plastics, also known as composite materials. The objective is to manufacture components in their final shape in a single process step. This in turn enables the sustainable and cost-effective production of lightweight components in the automotive and aircraft construction industries.
This single-stage manufacturing requires various individual processes to be linked in an intelligent tool. The process steps will be monitored continuously using suitable sensors in order to verify material properties and assure the required quality of the components. Here, machine learning is to be leveraged to help understand the process, anticipate any quality defects, prevent these by adapting the production process and minimize rejects. To make learning independent of the manufacturing process, the project is seeking to develop an appropriate cloud infrastructure using standards such as OPC UA for data communication.
The availability of large quantities of high-quality data as well as the ability to process them are the preconditions for machine learning. There is a large body of academic work in this area. This focuses mostly on image and speech recognition. However, initial applications for enhancing processes in industrial environments have also been successfully implemented. The goal is to apply existing scientific findings to process control in the production of materials and to advance them even further.
The planned single-stage and fully automated production of fiber-reinforced plastics is significantly more efficient, resource-conserving and cost-effective than current production processes. Beyond this, lightweight construction for automobiles and aircraft leads to reduced fuel consumption and CO2 emissions. | <urn:uuid:95dc5487-116d-45e8-8052-268d9c51fc3d> | CC-MAIN-2021-10 | https://www.kuka.com/es-es/future-production/research-and-development/current-topics-from-the-world-of-research/news/2018/cosimo | s3://commoncrawl/crawl-data/CC-MAIN-2021-10/segments/1614178367790.67/warc/CC-MAIN-20210303200206-20210303230206-00526.warc.gz | en | 0.938977 | 474 | 2.703125 | 3 |
THE BEGINNING OF THE SASH: 1955-1956
Born in 1955 out of outrage over an artificial enlargement of the Senate that enabled entrenched clauses of the 1910 Constitution to be amended, the Black Sash has fought tirelessly against injustice and inequality in South Africa for nearly six decades.
When the first six women mobilised the support of thousands of others to march in protest against laws aimed at removing so-called ‘coloured’ people from the voters’ roll, they could have had little idea of what was to follow.It all started when the six middle-class white women - Jean Sinclair, Ruth Foley, Elizabeth McLaren, Tertia Pybus, Jean Bosazza, and Helen Newton-Thompson – met for tea on 19 May 1955 to discuss the specific Parliamentary Bill designed to increase the number of National Party representatives in the Senate in order to pass the Separate Representation of Voters Bill.Calling themselves the ‘Women’s Defence of the Constitution League’, they organized marches, petitions, overnight vigils, protest meetings and a convoy of cars from Johannesburg to Cape Town. They became known for the symbol of a black sash, worn by members, and draped over a symbolic replica of the Constitution when the Senate Bill and the Separate Representation of Voters Bill were eventually passed.Despite their failed challenge, the women of the League refused to pack away their black sashes, worn in mourning over the loss of Constitutional rights. Instead, they formally took on the name of the Black Sash and embarked on new campaigns against the erosion of civil liberties, racial segregation and the damage inflicted by the policy of migrant labour. | <urn:uuid:2894a205-ec1d-4844-980c-9076c7c42682> | CC-MAIN-2019-13 | http://www.blacksash.org.za/index.php/our-legacy/history-of-the-black-sash | s3://commoncrawl/crawl-data/CC-MAIN-2019-13/segments/1552912201672.12/warc/CC-MAIN-20190318191656-20190318213656-00338.warc.gz | en | 0.948852 | 337 | 3.671875 | 4 |
This is the only photo we got of a cassowary, on our recent jaunt to Australia. (I’ll stop rubbing it in soon, I promise!). She was sitting in the corner of an enclosure at the Habitat in Port Douglas.
Like our own kiwi, cassowaries belong to the ancient flightless group of birds known as ratites. Cassowaries are rainforest birds, & in Australia as the rainforests shrank so did the cassowary population, so that now there are only about 1500 left in the wild, 150 of them in the Daintree National Park (DNA data from the birds’ dung was used to gain an accurate estimate of population size). And this poses a problem for the forest, because the cassowaries play a crucial role in distributing the seeds of many of the trees.
During our trip to the Daintree we visited Noah Creek, where our guide told us there are 3 resident cassowaries: one large female and 2 smaller males. (Like our own moa, cassowaries are sexually dimorphic in body size.) He described taking one party through & meeting one of the males on a track: the male had his chicks with him & casually sauntered down the path, whle Ross & his clients stood stock-still & watched (probably with equal parts of wonder & fear – cassowaries have a reputation for aggression & can do a lot of damage if aroused. However, a 1999 review found that most cassowary attacks on humans were by birds that had previously been fed by people. It seems that feeding changes their natural behaviour so that they lose their fear of people, becoming bold & confident. That same review found only 1 death from 221 attacks – & the deceased individual had tried to kill the bird in the first place!). We weren’t so lucky, but we did see signs of the birds’ foraging & he showed us some of the things they eat, including the cassowary plum:
This sky-blue fruit is about 5-6cm long. Its pale blue skin covers only a thin layer of flesh; much of the inside of the cassowary plum is taken up by a large, fibrous-skinned fruit, and the whole thing is far too large for most birds to swallow. Which is where the cassowary comes in. It swallows the fruits whole &, after a fairly fast passage through the bird’s gut, the seeds are egested in its large faeces ie with a nice side order of fertiliser to get them started. In fact, it seems that the seeds are more likely to germinate when they’ve passed through a cassowary, than when they haven’t.
In fact, your typical dollop of cassowary dung contains a lot of large seeds (not my photo – it’s from bunyipco):
You can probably see where this is going. Although other animals also eat the rainforest plants’ fruit & distribute their seeds (eg the white-tailed rat is the only other animal to eat cassowary plums, presumably because it too has evolved ways of dealing with the toxic alkaloids the fruit contains), cassowaries are probably the most significant agent of seed dispersal. They eat the fruits of around 150 different species of plant, & it’s estimated that around half of these plants are entirely dependent on these big birds to disperse their seeds. But cassowaries face a number of threats to their existence – habitat fragmentation and loss, vehicles, dogs & feral pigs, & disease. If they should disappear, their loss would probably have significant effects on the ecology of the rainforest. In other words, cassowaries are a keystone species – take them away & the whole ecosystem may change irrevocably. Not a happy thought. | <urn:uuid:4193c200-5d9b-4b05-9137-392de643737c> | CC-MAIN-2021-21 | https://sciblogs.co.nz/bioblog/2009/12/21/cassowaries-crucial-to-rainforest-ecology/ | s3://commoncrawl/crawl-data/CC-MAIN-2021-21/segments/1620243991258.68/warc/CC-MAIN-20210517150020-20210517180020-00532.warc.gz | en | 0.959757 | 795 | 2.890625 | 3 |
Before and after the birth of your child you’ve pondered whether or not to return to work with the aid of a daycare. Sometimes parents don’t get to make the decision. when choosing whether they should return to work or stay home with their child instead of using a daycare. Their options may have been picked for them. One might question how a child who goes to daycare behavior might be different compared to a child that stays at home with parents. Depending on various circumstances,a child who attends daycare may be better prepared than kids who stay home exclusively with their parents. Judith Katz,an administrator from Minee Subee Early Education and Childcare Centers says “While an ordinary daycare may watch over your child with safety in mind until pickup,an extraordinary daycare center may dedicate themselves to helping prepare your child for the future.”
They do this by working on colors,various shapes,numbers,anatomy,and some basic vocabulary to prepare them for reading.”Katz also informs us that usually when children are attending an early education facility,they are given the chance to socialize and interact with various kids of similar age groups. While interacting with their peers they observe manners and learn important lessons like how to share and resolve a conflict. These are very important skills that will prepare them for the future. A child who stays home with a parent or the babysitter don’t gain nearly as much experience. Even so,like every other thing in life,everything has advantages and disadvantages. Sharon Fried Buchalter a clinical psychologist with a Ph. D explains “Putting a child through daycare is a tough decision and there are many options that suit various families”Buchalter furnished us with both advantages and disadvantages of daycare.
The advantages of a daycare are as follows:
- A daycare offers a stable environment.
- A daycare may be less expensive compared to paying for a babysitter.
- Parents are more inclined to socialize with many parents who may have similar experiences and can help support one another during tough times.
- Schedules are stable and are great for parents with inflexible work schedules. If a staff member at the child care facility is ill,a schedule is used in place of the teacher. However if the caretaker is sick,the parents may have to stay home with the child.
- A great daycare facility usually hires staff that is particularly educated in early childhood development and education can help and monitor a child’s progress.
- A good child care facility will offer many activities for your child to get involved in. Such activities usually include art,several activities centered around reading,and play time.
- Children interact with other kids and learn social skills, where as a child who stays home may not develop these skills.
The disadvantages of a daycare are as follows:
- Many parents are overwhelmed by the cost of a daycare. Depending on the salary of each parent,most of the paycheck may go towards paying the daycare bill. It may be best to stay with the child at home instead.
- Because of the many kids who attend a child care facility, your child may be sick more than usual. It can however make your child more immune to illnesses.
- Some day cares charge extra for late pickups and or early drop offs. If you are one of the parents who don’t watch the clock too closely,this may add up quickly. For those hoping to catch a break during holidays,this may not be an option for you as some day cares are closed during holidays.
- Many day care facilities refuse to allow a child on the premises if they are ill. This may be a setback to some parents who can’t afford to take any days off.
- Not many day care centers can offer individualized attention for each individual child. If you feel your child needs more attention,they may be best staying home with a parent.If you are determined to utilize a day care facility,make sure to check your prospect daycare out first. Check the accreditation,introduce yourself to the staff and talk to parents who have had experience with the facility first. If on the other hand you decide to hire a babysitter or nanny,do a background check and consider their credentials in order to ensure they qualify for the job. In conclusion both parents want a healthy loving and kind environment to entrust their kids to. | <urn:uuid:5fa58ae8-cb04-4ab5-b74b-20e04d21b906> | CC-MAIN-2017-34 | http://help.daycarecenterssite.com/post/advantages-and-dis/ | s3://commoncrawl/crawl-data/CC-MAIN-2017-34/segments/1502886105297.38/warc/CC-MAIN-20170819031734-20170819051734-00341.warc.gz | en | 0.957271 | 915 | 2.734375 | 3 |
BSL PRO Signal Processing Labs are a series of lessons that explain how to create and test the types of electronic circuits used in Biomedical Engineering (BME). The Signal Processing Labs use the BIOPAC SS39L Signal Processing Breadboard with Interface Cables and Electrode Interface.
Students learn that the human body can be studied by viewing the potential difference (Voltage) between strategically placed surface electrodes, and use electronic circuits to view and record the potential difference between surface electrodes. Electrode leads connect the electrodes to the circuit. Most signals from physiological activity have small amplitudes and must be amplified and processed before they can be viewed in a meaningful way.
Concepts introduced include the basics of amplifiers (with special emphasis on the biopotentials), Gain, Common-mode rejection (CMR), Electrode polarization, Frequency response, Input impedance, Signal noise and drift, Filters, and ECG circuit requirements.
BSL BME Instrumentation Amplifier
BSL BME Notch Filter
BSL BME Band Pass Filter
BSL BME Absolute Value Circuit
BSL BME QRS Detection
Biopac Student Lab Student Download
Click the link(s) below for sample data and/or lesson procedure video(s), BSL PRO Lesson procedures (PDF) for human lessons*, and graph template files (*.gtl) for BSL PRO Lessons. If more than one .gtl is available, download the .gtl with the _suffix to match BSL version and hardware.
BSL Signal Processing Labs use the Signal Processing Breadboard, Interface cable to MP unit, Breadboard Electrode Interface, and lead set with electrodes.
|SS39L||BME Breadboard Kit||Add to Cart|
|SS60LA||Signal Inputs Cable - SS39L to MP3X||Add to Cart|
|BSL-TCI22||Interface SS2L to SS39L||Add to Cart|
|SS2LB||Lead set, shielded, BSL||Add to Cart|
|EL503||Disp. Gen-purp electrode 100/pk||Add to Cart| | <urn:uuid:d0a172b2-8073-408d-98f4-45d2eb06b9c7> | CC-MAIN-2018-43 | https://www.biopac.com/curriculum/h25-bme-breadboard-i/ | s3://commoncrawl/crawl-data/CC-MAIN-2018-43/segments/1539583516135.92/warc/CC-MAIN-20181023111223-20181023132723-00119.warc.gz | en | 0.79694 | 446 | 3.046875 | 3 |
The Feminist Mystique
Chapter 1: The Problem That Has No Name
Friedan begins The Feminine Mystique with an introduction describing the problem that has no name—the widespread unhappiness of women. Using a practice that becomes common throughout the book, Friedan offers several case studies of unhappy women from around the United States, and she wonders whether this unhappiness is related to the female role of housewife.
Chapter 2: The Happy Housewife Heroine
Friedan examines women's magazines from before and after World War II. In 1930s magazines, stories feature confident and independent heroines, of whom many are involved in careers. However, in most women's magazines in the late 1940s, 1950s, and early 1960s, the Happy Housewife, whose only ambitions are marriage and motherhood, replaces the career-oriented New Woman. Friedan calls this homemaker ideal of femininity the feminine mystique.
Chapter 3: The Crisis in Woman's Identity
Friedan remembers her own decision to conform to society's expectations by giving up her promising career to raise children and finds that other young women still struggle with this decision. Many women drop out of school early to marry, afraid that if they wait too long or become too educated, they will not be able to attract a husband. Unfortunately, many women do not find fulfillment in the narrow roles of wife and mother and then fear something is wrong with them.
Chapter 4: The Passionate Journey
Friedan recalls the battles faced by nineteenth-century feminists in the United States. As in her own time, Friedan notes, nineteenth-century society attempted to restrict women to the roles of wife and mother and slandered women who challenged this gentle image. However, despite harsh resistance, early feminists held their ground, and women were ultimately given many opportunities men enjoyed, including education, the right to pursue their own careers, and, most important, the right to vote. With this last major goal fulfilled, Friedan says, the early women's movement died.
Chapter 5: The Sexual Solipsism of Sigmund Freud
Friedan says that the feminine mystique derived much of its power from the psychological theories of Sigmund Freud who attempted to redefine humanity in completely sexual terms. Many of his complex theories included labels like penis envy, which she says were used by proponents of the feminine mystique to explain why women were not happy in their roles as housewife and mother. Women found it hard to deny the flood of Freudian information that came from established academic and media sources.
Chapter 6: The Functional Freeze, the Feminine Protest, and Margaret Mead
Friedan discusses functionalism—a sociological discipline. By assigning each group a defined function in the social hierarchy, the functionalists believed that society would run smoothly. In this system, women were confined to their sexual biological roles as housewives and mothers and told that doing otherwise would upset the social balance. She also discusses the life and career of Margaret Mead, an eminent functionalist who helped promote, but did not live, according to the ideals of the feminine mystique.
Chapter 7: The Sex-Directed Educators
Friedan discusses the profound shift in women's education from the 1940s to the early 1960s. Sex-directed educators accused higher education of stealing women's femininity and capacity for sexual fulfillment. Many women's schools shifted to a sex-directed curriculum—non-challenging classes that focused mostly on marriage, family, and other subjects deemed suitable for women. Friedan says that sex-directed education arrests girls in their emotional development at a young age, because they never have to face the painful identity crisis and subsequent maturation that comes from dealing with many adult challenges.
Chapter 8: The Mistaken Choice
Women fulfilled many vital working roles while men were fighting World War II but they faced dismissal, discrimination, or hostility when the men returned. Sex-directed educators blamed overeducated, career-focused mothers for the maladjustment of soldiers in World War II. For this reason women were encouraged to stay home and devote their attention completely to their children. However, Friedan cites later studies that show these overbearing mothers often raise maladjusted children. Friedan says that women mistakenly chose to become dependent housewives instead of the more painful route to identity and independence.
Chapter 9: The Sexual Sell
Friedan explores the strong commercial motivation that has helped to enforce the feminine mystique. She meets a man whom manufacturers hire to study and exploit women's unfulfilled desires. Through manipulative advertising, companies try to elevate the image of the housewife role. They encourage housewives to feel like worthy, intelligent, independent professionals who require many specialized products. However, as Friedan notes, it is a delicate balance, because these manufacturers do not want to inadvertently encourage housewives to be independent enough to become career women—who do not buy as many household products.
Chapter 10: Housewifery Expands to Fill the Time Available
Friedan interviews several full-time housewives and finds that they are not happy, but they are extremely busy with housework. Friedan realizes women unconsciously stretch their home duties to fill the time available, because the feminine mystique has taught women that this is their role, and if they ever complete their tasks they will become unneeded. Friedan says that the feminine mystique, which only works if women remain immature, prevents women from doing the work of which they are capable—a sign of maturity.
Chapter 11: The Sex-Seekers
While she is interviewing housewives for her book, Friedan notes that women often give explicitly sexual answers to nonsexual questions. Since American housewives have been unable to find fulfillment and identity in housework alone, she says they have tried to seek it through sex. However, Friedan says that this depersonalizes sex and turns it into a game of control. Wives get frustrated if their husbands cannot fulfill their sexual desires, husbands resent their wives for being so dependent on them, and both seek release in extramarital affairs. Friedan also thinks that homosexuality is an abnormality that is associated with the feminine mystique.
Chapter 12: Progressive Dehumanization: The Comfortable Concentration Camp
Friedan discusses the fact that many children have lost interest in life or emotional growth. She attributes the change to the mother's lack of self, a side effect of the feminine mystique. When the mother lacks a self, she is dehumanized and tries to regain her human self through her husband and children. In the process, the children lose their own identities and become dehumanized. Friedan compares housewives to the dehumanized occupants of Hitler's concentration camps during World War II.
Chapter 13: The Forfeited Self
Friedan says that the problem that has no name is caused by trying to force American women to adhere to the feminine mystique—an ideal that goes against their natural, human need to grow. She discusses the human hierarchy of needs and notes that women have been trapped at the basic, physiological level, forced to find their identity through their sexual role alone. Friedan says that women need meaningful work just as men do to achieve self-actualization, the highest level on the hierarchy of needs.
Chapter 14: A New Life Plan for Women
Friedan discusses several case studies of women who have begun to go against the feminine mystique. She also advocates a new life plan for her women readers, including not viewing housework as a career; not trying to find total fulfillment through marriage and motherhood alone; and finding meaningful work that uses the woman's full mental capacity. She discusses the conflicts that many women will face in this journey to self-actualization, including their own fears and resistance from others. For each conflict, Friedan offers examples of women who have overcome it. Friedan promotes education as the ultimate method by which American women can avoid becoming trapped in the feminine mystique; calls for a drastic rethinking of what it means to be feminine; and offers several educational and occupational suggestions. | <urn:uuid:3ee9f90d-40c8-4e3a-8796-5d05119ef3a9> | CC-MAIN-2015-27 | http://howlandpowpak.neomin.org/powpak/cgi-bin/article_display_page.pl?id=thomas.williams&ar=40 | s3://commoncrawl/crawl-data/CC-MAIN-2015-27/segments/1435375091587.3/warc/CC-MAIN-20150627031811-00180-ip-10-179-60-89.ec2.internal.warc.gz | en | 0.964651 | 1,653 | 3.453125 | 3 |
Some facts about mice
- Adult mice typically weigh 10-30 g and have a body length of
over 75 mm.
- Mice have good senses of smell, taste and hearing, however
they have poor vision and are colour-blind.
- Mice generally move along scent-marked trails and use their
long sensitive whiskers as sensors when moving at night.
- Average life span of only a few months in the field because
mortality is high even in favourable habitat.
- Mice are active at night and feed from several sites around
the nest. Mice are seldom seen during daylight unless they are at
When do mice breed?
- Females reach sexual maturity at 6 to 10 weeks of age.
- Conception to birth is 19-21 days and mothers can re-mate
immediately after giving birth to produce up to 10 litters per
year under ideal conditions.
- Mice can breed at any time if food is available.
- In Australia, breeding peaks in spring/summer while there is
abundant high protein food from insects, seed and growing
- An extended breeding season can allow mice to reach plague
proportions in just one season but it can take two seasons for a
plague to develop.
- Average litter size is 5 to 6 but can be as high as 13.
ONE BREEDING PAIR CAN PRODUCE 500 MICE OVER
A FIVE MONTH PERIOD UNDER IDEAL CONDITIONS.
Can mice swim and climb?
- Mice are excellent swimmers and can remain under water for
- During floods adults may move to dry places abandoning
- Light rain does not kill many adult mice.
- Mice can dig, can vertically jump up to 40 cm, can fall at
least 2.5 m without injury, and can squeeze through openings as
small as 6 mm wide.
- They climb almost any rough surface including ropes and
- Normal rain seldom penetrates to underground nest sites.
- Depending on soil type, mouse burrows can withstand heavy
ONLY PROLONGED FLOODING AFFECTS MICE IN THE
What does the average mouse eat?
- Adult mice consume about 2-3 g of food per day.
- Mice are omnivorous and in the field survive mainly on grass
seeds, cereal and legume grains.
- Their diet also includes insects, snails, earthworms, plant
tissue and some fungi when available.
- Usually, mice do not need to drink as they can obtain
sufficient moisture from their food.
- Mice chew the heads off stems, partially eat seed heads,
remove newly sown grain, stunt early crops, chew machinery
wiring/electrical fittings and contaminate storage areas.
THE IMPACT ON CROPS IS MUCH GREATER THAN
JUST THE FEED MICE CONSUME.
What causes reductions in mouse
- Frosts and cold weather do not necessarily kill mice, but may
restrict population growth.
- Nutritional stress can reduce abundance and may make mice
more vulnerable to disease. However, if mice can remain warm and
well fed in their insulated subterranean nests, extreme
environmental conditions may not have much impact.
- The main causes for collapse when densities are high are the
cessation of breeding, exhaustion of food supplies and spread of
An integrated approach to reduce
While baiting is effective in stopping damage in crops, there
are also preventative measures to minimise the risk of mouse
numbers rising. This is called Integrated Pest Management (IPM).
An integrated approach, such as monitoring mouse activity,
removing mouse harbour and reducing the feed supply can help
prevent numbers building up in a range of crops.
MOUSE MANAGEMENT SHOULD BE PROACTIVE RATHER
Tips to help minimise mouse numbers rising:
- Remove surface shelter by slashing, burning or herbicide
treatment of grass and weeds along fence-lines, roads and around
- Use galvanised mouse barriers to protect pig, poultry and
- Consider changing the crop rotation to reduce the number of
mice maintained over a long period of time.
- Avoid planting in dry soil if there are signs of mouse
activity. Sow when soil is moist enough to allow rapid
- Sow to an even depth (as deep as agronomically possible) if
mouse numbers are high. Do not over bury seed.
- Cross-harrow, diagonal roll or prickle chain after
- Use harvesting techniques that minimise grain loss. Use crop
lifters and knife guards, harvest at slow speed, set combs and
sieves to minimise shatter and seed loss, use airfronts or
flexifronts for pulses and fit screens to capture broken and
pinched grain and weed seeds.
- Minimise shattering of pods and seed heads when
- Graze stubble after harvest to reduce the residual grain and
harbour (but leave sufficient cover to minimise erosion).
- Where soils are not prone to erosion, mulching stubble after
harvest exposes mice to predators and buries spilt grain.
If mouse numbers rise despite IPM measures,
use MOUSEOFF® Zinc
Phosphide Bait strategically to remove the base population of
mice BEFORE damage occurs. MOUSEOFF® Zinc
Phosphide may also be used to overcome a severe established mouse | <urn:uuid:ac48f911-6d9e-4a30-8dda-0ccf0f30f41e> | CC-MAIN-2016-18 | http://www.animalcontrol.com.au/mice2.htm | s3://commoncrawl/crawl-data/CC-MAIN-2016-18/segments/1461860117405.91/warc/CC-MAIN-20160428161517-00086-ip-10-239-7-51.ec2.internal.warc.gz | en | 0.881402 | 1,144 | 3.34375 | 3 |
Saints Behaving Badly
Saints are not born, they are made. And many, as Saints Behaving Badly reveals, were made of very rough materials indeed. The first book to lay bare the less than saintly behavior of thirty-two venerated holy men and women, it presents the scandalous, spicy, and sleazy detours they took on the road to sainthood.
In nineteenth- and twentieth-century writings about the lives of the saints, authors tended to go out of their way to sanitize their stories, often glossing over the more embarrassing cases with phrases such as, "he/she was once a great sinner." In the early centuries of the Church and throughout the Middle Ages, however, writers took a more candid and spirited approach to portraying the saints. Exploring sources from a wide range of periods and places, Thomas Craughwell discovered a veritable rogues gallery of sinners-turned-saint. There's St. Olga, who unleashed a bloodbath on her husband's assassins; St. Mary of Egypt, who trolled the streets looking for new sexual conquests; and Thomas Becket, who despite his vast riches refused to give his cloak to a man freezing to death in the street.
Written with wit and respect (each profile ends with what inspired the saint to give up his or her wicked ways) and illustrated with amusing caricatures, Saints Behaving Badly will entertain, inform, and even inspire Catholic readers across America. | <urn:uuid:cb6f0b23-9d4c-4e44-8e84-3320a503d2fc> | CC-MAIN-2020-40 | https://www.stanthonygift.com/products/saints-behaving-badly | s3://commoncrawl/crawl-data/CC-MAIN-2020-40/segments/1600400223922.43/warc/CC-MAIN-20200925084428-20200925114428-00664.warc.gz | en | 0.966988 | 306 | 2.640625 | 3 |
There are a number of factors which can affect peoples' ability to search and detect targets. These can be cognitive abilities like perception and working memory, and functional factors like how much someone can see without moving their eyes can also play a role.
The key points covered in this guide are:
- Successful search requires perception, memory, attention, and decision-making skills. All of these vary among people.
- All of these abilities can be trained.
- It is not clear whether or not training on the basic ability transfers to complex tasks easily.
- Women on average have less spatial ability than men. This seems to be a difference that can sometimes be overcome by training, depending on what spatial task is being considered.
- Older adults on average have slower processing speeds, poorer visual acuity, smaller functional fields of view, and smaller working memory capacity. Training improves these skills, but trained younger adults will still perform better.
- People from collectivist cultures (including many Asian countries) are more influenced by contextual information than people from individualist cultures (e.g. Western Europe). | <urn:uuid:2fd1a6a3-0018-4d4c-990a-998216510e9e> | CC-MAIN-2023-06 | https://crestresearch.ac.uk/resources/individual-differences-ability-search/ | s3://commoncrawl/crawl-data/CC-MAIN-2023-06/segments/1674764499871.68/warc/CC-MAIN-20230131122916-20230131152916-00620.warc.gz | en | 0.946144 | 223 | 3.921875 | 4 |
By Ron Amundson
Read or Download The Changing Role of the Embryo in Evolutionary Thought: Roots of Evo-Devo (Cambridge Studies in Philosophy and Biology) PDF
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Additional info for The Changing Role of the Embryo in Evolutionary Thought: Roots of Evo-Devo (Cambridge Studies in Philosophy and Biology)
The Changing Role of the Embryo in Evolutionary Thought: Roots of Evo-Devo (Cambridge Studies in Philosophy and Biology) by Ron Amundson | <urn:uuid:8280ff45-6981-4ce4-ba2c-4623786528ff> | CC-MAIN-2019-18 | http://kiemdao.gamota.com/download/the-changing-role-of-the-embryo-in-evolutionary-thought-roots-of-evo-devo | s3://commoncrawl/crawl-data/CC-MAIN-2019-18/segments/1555578531462.21/warc/CC-MAIN-20190421120136-20190421142136-00128.warc.gz | en | 0.878225 | 541 | 2.578125 | 3 |
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